Priory School
Catchment Area, Reviews and Key Information

Primary
PUPILS
786
AGES
3 - 11
GENDER
Mixed
TYPE
Foundation school
SCHOOL GUIDE RATING
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UNLOCK

How Does The School Perform?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(12/3/19)
Full Report - All Reports
53%
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)
Orchard Avenue
Slough
SL1 6HE
01628600300

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You lead the school with drive and energy. You are ably supported by other leaders and, together, you form an effective team. Leaders have a good understanding of the school’s strengths and where further improvements are needed. You are wisely refining the school’s improvement plans so that these are more succinct and give suitable emphasis to the school’s key priorities. You have managed the many changes at the school well, including the significant rise in the number of pupils with special educational needs and/or disabilities (SEND) in the school’s resource base. The school invests considerably in training to enable staff to grow and flourish professionally. This has ensured that the quality of teaching and leadership has continued to improve. You are supported well by governors who keep suitable oversight of the school’s work, including safeguarding and finance. Pupils enjoy school and enthuse about the many interesting curriculum-enrichment activities offered. In class and around the school, most pupils behave sensibly and settle to their work quickly. Throughout the school, relationships are warm and supportive. Classrooms are purposeful and there is a positive climate for learning. Pupils who have challenging social, emotional or mental health needs are supported well. Since the beginning of this academic year, exclusions have reduced significantly. However, you recognise that the number of exclusions remains too high and are taking appropriate steps to reduce these further. We also agreed that leaders’ strategic oversight of behaviour is not as strong as it could be. The school is inclusive and welcoming and helps pupils to develop a strong understanding of important values, such as tolerance. Diversity is valued and promoted. Parents appreciate the school’s values and are complimentary about the care and support their children receive at Priory School. As one parent commented, ‘The school takes such good care with pupils’ well-being.’ You continue to keep a sharp focus on improving outcomes for pupils. In 2018, pupils’ attainment in the combined subjects of reading, writing and mathematics at the end of key stage 2 was just above the national average. Your good work and focus on writing led to a significant rise in pupils’ attainment in this subject in 2018. However, in 2018, there was a dip in key stage 1 standards and disadvantaged pupils’ lower-than-expected attainment was a key factor in this decline. You have correctly identified this as one of the school’s priorities and are taking effective action to improve standards. Current pupils are making good progress. Children in the early years continue to achieve well and make strong progress from low starting points. You have taken effective action to address the areas for improvement highlighted by inspectors in the last inspection. The quality of teaching has continued to improve and there is now more outstanding teaching. During our visits to classrooms we could see how effectively teachers were challenging pupils, including the most able. Teachers’ careful questioning, clear explanations and modelling are helping pupils to learn well. Pupils with SEND, including those in the resource base, are making good progress. Current disadvantaged pupils are also making good progress. However, you acknowledge that these pupils do not attain as well as other pupils. You are also redoubling your efforts to reduce absence and rates of persistent absence, as they remain too high. Safeguarding is effective. Safeguarding is rightly a high priority at the school. Regular training ensures that staff are knowledgeable and confident in recognising and reporting any concerns. Staff know pupils and their families very well and have a clear understanding of potential risks and the vulnerabilities of some pupils. When necessary, concerns are reported swiftly to relevant outside agencies. Leaders keep in regular contact with these agencies to make sure that pupils and their families receive the help they need. Leaders are swift to challenge the local authority if they are not satisfied with the response to safeguarding concerns. Record-keeping is systematic and of good quality. The school has a raft of early help and support strategies for pupils and their families. This includes guidance from specialist staff who have received enhanced training, for example, in mental health. You also call upon external staff from the local authority’s safeguarding hub to strengthen support for families. Pupils feel safe and know that they can speak to adults in school if they ever feel worried about something. Pupils are also knowledgeable about how to keep safe, for instance when using the internet.

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 2020, ONS
01753 475 111, 01753 787670

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 areas from which pupils are admitted to a school can change from year to year to reflect the number of siblings and pupils admitted under high priority admissions criteria.

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.

Priory School Reviews


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