The Priory Pembroke Academy, located in Cherry Willingham, Lincolnshire, underwent its first inspection under the Education Act 2005 on January 25 and 26, 2022. The overall effectiveness of the school was rated as good, with consistent ratings of good across all key areas including the quality of education, behaviour and attitudes, personal development, and leadership and management. The school is characterized by its inclusive environment, where both pupils and staff describe it as a family. The school's motto, Achieving together, is evident in its operations, fostering a calm and harmonious atmosphere that promotes positive relationships among pupils and staff.
Pupils are well aware of the school's three core rules: to be ready, safe, and respectful, which they recognize apply to everyone in the school community. Most students strive to meet the high expectations set by staff regarding conduct and academic performance. The school encourages participation in enriching activities through its pledges, and many pupils take pride in wearing achievement badges. The school has successfully cultivated a culture where bullying is not perceived as an issue, and pupils feel safe and supported, often expressing their willingness to recommend the school to others.
The leadership team has established a clear vision for the school, with an ambitious curriculum designed to develop pupils' academic, social, cultural, and creative capital. The curriculum is well-planned, ensuring that pupils build knowledge over time and revisit content to reinforce learning. There has been a noted increase in the number of pupils studying languages at the GCSE level. The reading curriculum is particularly strong, promoting a love of reading through exposure to challenging texts.
Staff demonstrate good subject knowledge and effectively engage pupils in discussions that enhance their understanding. Most pupils achieve well across the curriculum, and there is a strong focus on supporting those with special educational needs and disabilities. However, the deployment of teaching assistants has not been consistent, which has affected their impact on pupil learning.
While most pupils behave well, there are instances of poor behaviour that disrupt learning, particularly when pupils are taught by someone other than their usual teacher. Leaders are actively addressing attendance issues, but a significant number of pupils remain persistently absent. The school places a strong emphasis on personal development, with a well-structured personal, social, health, and economic education curriculum that prepares pupils for life in modern Britain. However, there is a need for greater depth in teaching about other cultures.
Governance at the school is effective, with knowledgeable trustees who hold leaders accountable while providing support. Staff report high levels of job satisfaction, appreciating the consideration given to their workload and well-being. Parents express overwhelming positivity about the school, noting the positive impact it has had on their children's lives.
The safeguarding arrangements are effective, with strong relationships between staff and pupils enhancing pastoral care. Staff are vigilant regarding potential safeguarding issues and act promptly to ensure pupils receive necessary support. The school has established thorough checks on staff suitability to work with children.
To improve, the school needs to establish a clearer approach to assessment and feedback, ensuring that all staff provide helpful feedback to pupils. There is also a need for consistent challenges to pupils producing subpar work and better support for pupils with special educational needs. Additionally, strategies must be developed to address persistent absenteeism and enhance the curriculum's focus on cultural understanding.
