The Priory Ruskin Academy

What Ofsted said

From the inspection on 16 June 2026

The Priory Ruskin Academy is a positive and inclusive community. The school’s values of wisdom, curiosity, generosity, courage and passion are reinforced and celebrated regularly. Pupils are known well by staff, particularly the most vulnerable. They are positive about the support they receive from staff. The school has a calm and productive atmosphere. Leaders have established clear routines that pupils understand and follow. This supports pupils’ learning. Across the school, the curriculum is broad and well planned. It is designed effectively to build pupils’ knowledge over time. Staff understand the barriers to learning that some pupils face and make sure that they are supported effectively to make progress from their starting points. As a result, the achievement of pupils is in line with national averages. Sixth-form students are taught well and receive personalised support from teachers. This helps them understand complex ideas and achieve well, particularly in vocational subjects. Pupils feel safe and build positive relationships. There are few instances of bullying. Pupils feel confident that adults will take effective action to help them, particularly when they report concerns. This means that pupils have a clear sense of belonging and many, including those with special educational needs and/or disabilities, want to attend school. The attendance of disadvantaged pupils is improving, and more pupils are now attending school regularly. Leaders have developed a personal development curriculum that enables pupils to learn about life in modern Britain and how to keep safe and healthy. Opportunities and activities beyond the curriculum are designed to develop pupils’ talents and interests. Careers education is structured and accessible. Sixth-form students have opportunities to contribute to the school and act as positive role models for younger pupils. This helps them develop skills that prepare them for their next steps in education, employment or training.

What the school should improve

• Leaders should continue to develop assessment strategies that teachers use across the curriculum, so that they consistently identify and address any gaps in pupils' key knowledge and basic skills quickly.
• Leaders should continue to embed strategies to ensure that more disadvantaged pupils attend school regularly.
• Leaders should ensure that they have detailed analysis of pupils’ engagement with activities and wider experiences beyond the curriculum, so that these opportunities have a positive impact on all pupils and help them prepare well for their next steps.

Read the full Ofsted report (opens in a new tab)