Priorslee Academy
Catchment Area, Reviews and Key Information

Primary
PUPILS
440
AGES
3 - 11
GENDER
Mixed
TYPE
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SCHOOL GUIDE RATING
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Can I Get My Child Into This School?

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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data 2021, ONS

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The criteria in which schools use to allocate places in the event that they are oversubscribed can and do vary between schools and over time. These criteria can include distance from the school and sometimes specific catchment areas but can also include, amongst others, priority for siblings, children of a particular faith or specific feeder schools. Living in an area where children have previously attended a school does not guarantee admission to the school in future years. Always check with the school’s own admission authority for the current admission arrangements.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

How Does The School Perform?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(10/1/17)
Full Report - All Reports
63%
NATIONAL AVG. 65%
% pupils meeting the expected standard in reading, writing and mathematics



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Progress Compared With All Other Schools

UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 8% of schools in England) Average (About 67% of schools in England) Above Average (About 5% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 7% of schools in England) Average (About 64% of schools in England) Above Average (About 9% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 58% of schools in England) Above Average (About 10% of schools in England) Well Above Average (About 10% of schools in England)

School Results Over Time

2017 2018 2019 UNLOCK

% pupils meeting the expected standard in Key Stage 2 tests (age 11)
2017 2018 2019 UNLOCK

% pupils meeting the higher standard in Key Stage 2 tests (age 11)

These results over time show historic performance for key exam results. We show pre-pandemic results as the fairest indicator of whether performance is up, down or stable

Priorslee Avenue
Priorslee
Telford
TF2 9RS
01952387927

School Description

Since the previous inspection, the school has formed a multi-academy trust and has been joined by another primary school. As a result, arrangements for governance have changed and an advisory board is now responsible for governance at the school. You and other senior leaders have broadened your roles across both schools. You have recruited several new members of staff as a result of promotion of previous staff, and just over half of the staff are new either to the school or teaching. The leadership team has maintained the good quality of education in the school since the last inspection. There is a strong culture within the school community of care and respect. Staff place a high priority on positive conduct and relationships. This is reflected in pupils’ harmonious relationships, evident in work and play. Pupils identify good behaviour and caring and inclusive relationships as the strongest features of their school. Pupils highly value opportunities they have to contribute to the school community and develop their own skills, for example by looking after younger pupils, being on the school council or serving as a prefect. At the last inspection, leaders were asked to ensure that teachers evaluate pupils’ progress regularly. Regular pupil progress meetings now take place between leaders and class teachers, where progress is discussed. These meetings inform support for pupils in class and through additional interventions. Leaders evaluate subsequent assessments to monitor the impact of actions taken and teachers are held to account for the performance of their pupils. Teachers, and other adults in classrooms, talk confidently about the progress individuals and different groups of pupils in the class are making. Following the last inspection, engaging with parents and carers was identified as a particular priority. Leaders have increased the range of opportunities to involve parents in the school, such as regular parent panels. Leaders use information from these sessions to improve school policies and inform development planning. The school has a quality mark for parental engagement and parents hold positive perceptions of leadership. Engagement with parents is now a strength of the school. Safeguarding is effective. School procedures to keep children safe at school are in place and fit for purpose. All members of the senior leadership team contribute to maintaining robust safeguarding procedures, which in turn are given a high priority by other staff. A culture of shared responsibility exists, as designated leaders review and check each other’s work as a matter of course. An experienced governor has regular oversight of this work and checks that statutory requirements are met. Staff and governors are well trained and aware of their duties and responsibilities. They regularly receive additional information about safeguarding issues so keep up to date. A caring and professional approach towards safeguarding results in a culture of appropriate and timely response to meet pupils’ needs. Pupils say that they feel safe in all parts of the school, and that they could talk confidently to adults there should they have any worries about themselves or their peers. Parents feel confident that pupils are safe and well looked after when in school and that leaders often respond well to any concerns they may have. Inspection findings Leaders’ evaluation of the school’s performance is based on a range of evidence and is accurate. Leaders know what needs to improve in order for the school’s overall effectiveness to be outstanding. This enables them to plan and focus development on appropriate aspects of the school. Governors have an accurate understanding of the strengths and relative weaknesses in the school and contribute well to the creation of development plans. They know how resources are allocated and evaluate their impact on pupil attainment and progress. Governors use the close links they establish with a particular year group to ensure that the information they are provided with is accurate and reliable. Governors use their knowledge about the school to support and challenge leaders well. Leaders have introduced a new system to assess and track pupils’ progress. Regular progress meetings focus on the progress different groups of pupils are making. Detailed information exists about how well different groups of pupils currently at the school are doing. Leaders ensure that teachers use this information well to inform how they plan and teach. Leaders identify that an increasing number of pupils join the school after Reception or leave the school before the end of key stage 2. The starting points of these pupils are assessed carefully, and their progress is regularly monitored to ensure that any impact of changing schools is identified and addressed. Staff in the early years identify quickly children’s starting points and any additional needs they may have. As a result, children develop quickly and the proportion that achieve a good level of development exceeds the national figure and is increasing. The proportion of pupils, including those who are disadvantaged, who achieve the expected standard in phonics in Year 1 is consistently close to the national average. However, a lower proportion of pupils who have special educational needs and/or disabilities reach the expected standard than other pupils. Levels of attainment at the end of key stage 1 in reading, writing and mathematics are at or better than national levels. In 2016, pupils’ progress at the end of key stage 2 in reading and mathematics was broadly in line with national figures. Pupils made less progress in writing, particularly boys and middle prior attaining pupils. In writing, although most-able pupils secured expected levels of attainment, a lower proportion achieved at greater depth than similar pupils nationally. Leaders identify writing as a key priority and teachers focus on developing pupils’ skills in drafting and improving their written work. Teachers provide an increasing number of opportunities for pupils to write at length in English and in other subjects. The impact of planning writing activities with different levels of challenge for pupils’ different starting points has yet to be realised in outcomes of national assessments, particularly for the most able. A wide variety of additional opportunities and experiences exist for the most able pupils. These events enrich the more challenging learning activities that teachers provide. Pupils engage well with increased levels of challenge and relish the opportunity to take on tasks that are more demanding. Leaders evaluate that opportunities to stretch most-able pupils are well established in English and mathematics subjects and are developing in other subjects. Pupils have a high level of awareness of how to keep themselves safe, for example when using electronic communication or when near traffic. Leaders have a well-planned and comprehensive personal, social and health education programme which explores safety in age-appropriate ways and uses effectively external speakers and opportunities outside of school. Pupils say that they feel well informed about how to keep themselves safe in a variety of situations. However, they were less clear about how they should respond to the risks posed by extreme views than for many other forms of potential danger.

Priorslee Academy Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 59% Agree 39% Disagree 2% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>59, "agree"=>39, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 54 responses up to 28-04-2022
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Figures based on 54 responses up to 28-04-2022

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Figures based on 54 responses up to 28-04-2022

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Figures based on 54 responses up to 28-04-2022

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Figures based on 54 responses up to 28-04-2022

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Figures based on 54 responses up to 28-04-2022

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Figures based on 10 responses up to 28-04-2022

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Figures based on 54 responses up to 28-04-2022

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Figures based on 54 responses up to 28-04-2022

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Figures based on 54 responses up to 28-04-2022

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Figures based on 54 responses up to 28-04-2022

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Figures based on 54 responses up to 28-04-2022

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Figures based on 54 responses up to 28-04-2022

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Figures based on 54 responses up to 28-04-2022

Responses taken from Ofsted Parent View

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