School Development and Improvement

At Priory, we continually review what is working well and where we need to improve. We look at children’s learning and achievements, the quality of teaching, attendance and wellbeing, alongside feedback from pupils, families and staff.

This helps us identify the changes that will make the greatest difference to our children. Our School Development Plan brings these priorities together, and leaders and governors regularly review the progress we are making.

Understanding our results

Assessment results provide important information about children’s attainment, but they are one part of the picture.

Priory is an inclusive school, with children who have a wide range of strengths, starting points and learning needs. Some children with complex special educational needs follow personalised learning pathways. Their achievements may include important progress in communication, independence and participation, alongside their academic learning.

We consider this progress alongside our published results, while maintaining high expectations for every child. We also look carefully at where outcomes need to improve and use this information to guide our teaching and support.

The video below explains the context behind our results. Our School Performance page provides the detailed assessment information.

• Click here to watch the video.

Thank you for taking the time to engage with this important aspect of our school’s journey.

Reviewing 2025–26

During 2025–26, we strengthened our approach to helping children become Ready to Regulate, Ready to Communicate and Ready to Learn. Staff training and classroom adaptations supported children’s engagement, communication and access to learning.

Mathematical fluency was a particular success, with a substantial improvement in the proportion of Year 4 pupils achieving full marks in the multiplication tables check. We also developed staff expertise in the foundations of writing, including language, handwriting and spelling.

Our review identified areas requiring further improvement. Writing outcomes have not yet improved sufficiently, and attendance remains a significant priority. We also want to make effective teaching and support more consistent across the school.

Our proposed priorities for 2026–27

Our draft development plan identifies the following priorities:

• Stronger writing: develop a clear approach from Nursery to Year 6, helping children build the skills and confidence to write independently and successfully.

• Learning that lasts: develop enquiry-based learning in science, history, geography and religious education, helping children remember, connect and apply their knowledge.

• Consistent support for every learner: strengthen classroom adaptations and specialist support, including provision for children with social, emotional and mental health needs.

• Better attendance: work closely with families to understand barriers, provide appropriate support and reduce avoidable absence.

• Confident communication: strengthen language, purposeful talk and pupil voice, particularly in the early years.

• Teaching that responds to children’s needs: help staff check understanding, address difficulties promptly and provide appropriate support and challenge.

These priorities are being refined through our planning process. We will update this summary when the 2026–27 School Development Plan is finalised.

Our completed 2025–26 review is available below.