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  • Priory Community School
    Queensway
    Weston-Super-Mare
    Somerset
    BS22 6BP
  • Head: Mrs Jane McBride
  • T 01934 511411
  • F 01934 520199
  • E [email protected]
  • W www.priory.n-somerset.sch.uk
  • A state school for boys and girls aged from 11 to 16.
  • Boarding: No
  • Local authority: North Somerset
  • Pupils: 1266
  • Religion: None
  • Ofsted:
    • Latest Overall effectiveness Outstanding 1
      • Early years provision Outstanding 1
      • Outcomes for children and learners Outstanding 1
      • Quality of teaching, learning and assessment Outstanding 1
      • Effectiveness of leadership and management Outstanding 1
    • 1 Full inspection 7th November 2014
  • Previous Ofsted grade: Good on 1st July 2010
  • Ofsted report: View the Ofsted report

What the school says...

Converted to an academy 2011.

This is not currently a GSG-reviewed school.

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Please note: Independent schools frequently offer IGCSEs or other qualifications alongside or as an alternative to GCSE. The DfE does not record performance data for these exams so independent school GCSE data is frequently misleading; parents should check the results with the schools.

Who came from where

Who goes where

Special Education Needs

Priory Community School has a skilled Team of Teaching Assistants who provide support in or out of the classroom on a one to one or small group basis. Such support is often put into place before students arrive at Priory due to the thorough transition process and good communication between our staff and the local primary schools. Small groups of students with specific literacy difficulties are withdrawn to our Key Stage 3 Support Base for 'Mission' groups in years 7-9 with the Key Stage 3 Manager or a part time specialist Dyslexia Teacher. In Key Stage 4 some students are given the opportunity to opt for a tailored vocational programme which includes the opportunity to study an NVQ qualification at our local College of Further Education and undertake regular work experience, as well as completing five GCSE subjects in school. In addition, our Key Stage 4 Support Base is always open for extra "back up" for students seeking coursework guidance. This area of our curriculum is rapidly expanding, giving some of our students with SEN the flexible options that they need. Our Behaviour Support Base concentrates mainly on students with Emotional and Behavioural difficulties, but also provides for those who need a personal approach to re-integration to school following time out of education or fixed term exclusions. It is open from 7.30 every morning for a "Breakfast Club",at break and lunch times and holds groups for students who need help with similar emotional difficulties.

Interpreting catchment maps

The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.

Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.

For help and explanation of our catchment maps see: Catchment maps explained

Further reading

If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.

Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.

Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.

*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.

The 'hotter' the colour the more children have been admitted.

Children get into the school from here:

regularly
most years
quite often
infrequently
sometimes, but not in this year


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