Co-op Academy Priesthorpe, located in Farsley, Pudsey, West Yorkshire, underwent an inspection on February 21 and 22, 2024. The overall effectiveness of the school was rated as good, with specific areas such as the quality of education, behaviour and attitudes, leadership and management, and sixth-form provision also receiving good ratings. Notably, personal development was rated as outstanding. This marks a significant improvement from the previous inspection, which rated the school as requiring improvement.
The school is led by joint principals Martin Blacoe and Louise Pratt and is part of the Co-op Academies Trust, overseen by CEO Chris Tomlinson and a board of trustees chaired by Russell Gill. The school has a strong sense of community, with pupils participating in small coaching groups that foster friendships and discussions on current affairs. This structure enhances the relationships between pupils and staff, contributing to a positive school environment.
Sixth-form students feel integrated into the school community and receive tailored support to prepare them for their future endeavors. Behaviour throughout the school is described as calm and orderly, with a clear understanding among pupils that bullying and derogatory language are not tolerated. Teachers maintain high expectations, which helps pupils understand what is required of them, leading to respectful interactions and a sense of safety.
The school effectively supports pupils with special educational needs and disabilities by providing teachers with clear information about their needs. This allows for tailored support, enabling all pupils to engage in the extensive extracurricular activities offered. The development of a strong community is central to the school's vision, with subject leaders collaborating to create interdisciplinary links that benefit pupils' learning experiences.
Teachers employ precise vocabulary related to key concepts across subjects, enhancing pupils' ability to engage in mature discussions. The curriculum is designed to prepare students for future educational stages, with a wide range of ambitious subjects available, including those in the English Baccalaureate. Leaders are proactive in identifying pupils needing support with reading, implementing targeted interventions that have shown positive results.
Staff demonstrate a strong understanding of pupils' needs, adapting lessons and activities to ensure inclusivity. They also provide virtual sessions to help pupils prepare for trips and visits, ensuring all students can access the school's comprehensive development programs. Pupils are motivated to learn, and leaders have established systems to support those who may struggle with engagement.
The school offers a rich personal development program, featuring a variety of clubs, trips, and activities that promote community cohesion. Sixth-form students learn valuable skills such as Makaton and first aid, preparing them for life beyond school. The strong careers provision ensures pupils gain exposure to the world of work, with many participating in work experience opportunities.
Governance at the school is robust, with governors providing effective challenge and support. Staff express high levels of job satisfaction and feel their voices are heard through community circles. The school has established a positive culture around safeguarding, ensuring pupils' interests are prioritized.
To improve further, the school needs to address the small number of pupils who require additional support to regulate their behaviour during social times and to foster a greater thirst for knowledge among all students. Leaders are encouraged to continue developing strategies to enhance motivation and engagement across the school.
