Worksop Priory Church of England Primary Academy, located in Worksop, Nottinghamshire, was inspected on October 1 and 2, 2019. The overall effectiveness of the school was rated as good, with specific areas such as the quality of education, leadership and management, and early years provision also receiving a good rating. Notably, the school excelled in behaviour and attitudes, as well as personal development, both of which were rated outstanding.
Pupils at the school demonstrate a strong sense of care for one another, with older students ensuring that younger ones feel safe. The staff maintain high expectations for behaviour, and pupils respond positively, showing a commitment to their learning. Those requiring additional support are provided with the necessary assistance to help them succeed. The school environment fosters attentive listening and concentration, and pupils report that bullying is not an issue, with any problems being effectively resolved. Safety is a priority, and staff educate pupils on how to stay safe in various situations.
Teachers are dedicated to the success of every pupil, employing strategies to enhance understanding of the material being taught. They emphasize the importance of key vocabulary, although there is variability in how pupils apply their prior knowledge across different subjects. Teachers hold high expectations for pupils with special educational needs and disabilities, adapting their teaching methods to ensure inclusivity and effective learning.
The school offers a wide array of extracurricular clubs, allowing pupils to explore new interests and develop existing skills. Community engagement is encouraged, with pupils participating in activities that support local residents.
Leaders at the school are committed to preparing pupils for future challenges, striving to provide a rich curriculum that enhances knowledge and fosters collaboration and care among students. The early years provision is effective, with children quickly adapting to the nursery environment and learning essential social skills. However, there are areas for improvement, particularly in phonics instruction, where not all staff consistently align their teaching with pupils' existing knowledge.
In some subjects, pupils effectively recall and apply prior learning, particularly in dance and mathematics, where they demonstrate fluency and problem-solving skills. Teachers regularly read to pupils, fostering a love for stories, although there are concerns regarding the alignment of reading materials with the phonics curriculum, which may hinder some pupils from becoming fluent readers.
Subject leaders have begun to implement changes to the curriculum, identifying key vocabulary for pupils to learn. However, there are still instances where pupils struggle to recall prior knowledge, impacting their understanding of new concepts. Leaders are proactive in identifying the needs of pupils, ensuring that staff are equipped to provide necessary support, particularly for those with speech difficulties.
Pupils actively support one another, with designated roles such as friendship builders and pupil negotiators promoting a positive school culture. The school emphasizes cultural awareness and personal reflection, helping pupils develop resilience and a broader understanding of the world.
The safeguarding measures in place are effective, with pupils feeling safe and supported. Staff receive regular training, and leaders respond promptly to any concerns regarding pupil safety, collaborating with external services when necessary.
To enhance the quality of education further, the school must ensure that phonics instruction builds on prior learning and that all staff are adequately trained in teaching reading. Additionally, leaders should focus on ensuring that the curriculum in all subjects is coherently sequenced to reinforce pupils' knowledge and understanding.
