St Peter's Bratton Church of England Academy

St Peter's Bratton Church of England Academy

Address: Squirrel Meadow, Bratton, Telford, Shropshire, TF5 0NT Unique reference number (URN): 148716

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Inclusion Expected standard

Leaders accurately identify the needs of pupils. This includes any needs that disadvantaged pupils may have and any special educational needs and/or disabilities (SEND). Leaders know pupils well. Suitable support is put in place to reduce barriers to pupils' learning or wellbeing. Leaders track the progress of these pupils and respond appropriately to changing needs. Leaders work closely with external agencies to secure additional support when needed.

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Inclusion Expected standard

Pupils with SEND typically benefit from suitable adaptations. This helps them to engage in school fully and progress through the curriculum suitably from their starting points. Leaders have made adaptations to the school environment to help all pupils to access their learning. For example, the school provides ‘hub’ support for those with the most complex needs. As a result, these pupils feel a true sense of belonging.

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Inclusion Expected standard

Pupils who are known or previously known to social care are well looked after so that they can learn and make progress alongside their peers. Leaders use additional funding appropriately to make sure pupils who are disadvantaged have the resources and support that they need to be fully included in the life of the school.

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Personal development and wellbeing Expected standard

The personal development programme, including personal, social and health education and relationships and health education, is appropriate and planned carefully. It helps pupils to understand the importance of maintaining a healthy lifestyle. Pupils learn how to stay safe, both online and offline, and consider local risks. The curriculum promotes awareness of diversity and inclusion alongside the shared values that underpin both school life and the wider community. Pupils are developing their understanding of these areas. They learn about life in modern Britain and understand fundamental British values, applying these through everyday experiences in school. However, pupils' knowledge of these values is not extensive. Pupils learn about different careers and professions. This goes beyond what is expected at this age and stage of education. It helps to prepare pupils well for the next stage in their education.

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Personal development and wellbeing Expected standard

Pupils value the support they receive from dedicated pastoral staff and the school's dog, Soda. Pastoral support is high quality. It positively contributes to pupils’ wellbeing and helps them feel safe, included and supported. Pupils have opportunities to undertake leadership responsibilities, including roles such as school councillor and worship leader. Through these experiences, they contribute to aspects of school life. For example, school councillors have collaborated with staff when planning celebration lunch menus.

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Personal development and wellbeing Expected standard

A range of inclusive extra-curricular activities is available, including football, dance, glow-in- the-dark dodgeball and art club. Pupils can learn instruments and participate in performances and concerts. Older pupils take part in an annual outdoor education residential to build their resilience and confidence.

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Achievement Needs attention

Pupils’ achievement, including that of disadvantaged pupils, is not consistent. Some pupils do not secure essential knowledge in reading, writing and mathematics as quickly as they should as they move through school. This is because staff do not always identify or address misconceptions quickly enough. As a result, some pupils move on to new learning before they have secured the knowledge they need.

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Achievement Needs attention

Although outcomes at the end of key stage 2 are broadly in line with national averages, some pupils are not as well prepared for the next stage of education as they should be. Across the curriculum, work in pupils’ books shows variation between subjects and classes. Leaders continue to develop the wider curriculum. Pupils are beginning to make more progress than previously and are starting to talk more confidently about their learning. Younger pupils gain the reading knowledge they need. A high proportion of pupils pass the Year 1 phonics screening check. Pupils with special educational needs and/or disabilities typically make appropriate progress from individual starting points.

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Attendance and behaviour Needs attention

While most pupils behave well and try their best, inconsistencies in behaviour affect learning. Most pupils want to follow the school’s values, but some are not always clear about what these look like in practice. Leaders do not ensure that staff apply high expectations, routines and support consistently. Some changes in staffing have contributed to this inconsistency. Leaders do not monitor behaviour closely enough, particularly during social times, to identify and address concerns. They have, however, improved the support available for pupils who experience difficulties managing their behaviour through tailored adaptations. This work has had a positive impact, reflected in reduced suspension rates. Incidents of bullying are infrequent, and leaders take appropriate action when they occur.

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Attendance and behaviour Needs attention

Leaders communicate their expectations for attendance clearly and monitor absence closely. They act swiftly when attendance falls and work with families to secure improvement. Leaders provide both challenge and support, addressing barriers to attendance through measures such as additional pastoral provision. As a result, attendance is above national averages, including for vulnerable pupils and those with special educational needs and/or disabilities.

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Curriculum and teaching Needs attention

The curriculum is not taught consistently well across the school. At times, staff do not take effective action to address gaps in pupils’ basic reading, writing and number skills. As a result, some learning does not match pupils’ needs. This limits how securely pupils learn over time. Additionally, staff do not check pupils' understanding precisely enough. This means some pupils repeat errors and make slower progress than they should.

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Curriculum and teaching Needs attention

The impact of teaching varies across the school and across subjects. Leaders recognise this and are prioritising action to ensure that staff receive the support and training they need to improve the quality and consistency of delivery across the curriculum. This work is at an early stage of development and needs more time to embed.

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Curriculum and teaching Needs attention

The curriculum is well sequenced. Knowledge is mapped out alongside the skills that pupils need for each stage of their learning. Phonics is typically taught well.

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Curriculum and teaching Needs attention

Generally, pupils with special educational needs and/or disabilities get the support they need to access learning and make progress. Bespoke adaptations are made for pupils with the most complex needs. This enhances pupils' learning well.

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Early years Needs attention

Leaders have started to address weaknesses in the early years. However, these developments are at an early stage and have not yet secured consistent practice. Staffing changes have slowed the pace of improvement. Leaders are training staff to strengthen the quality of adult–child interactions and develop expertise in extending children’s vocabulary and language.

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Early years Needs attention

Since the previous inspection, leaders have reviewed and redesigned the curriculum. It is now sequenced and mapped out clearly. However, staff do not yet implement it consistently across the setting. Leaders have identified writing as a priority and are strengthening the foundations for writing through activities that develop children’s gross and fine motor skills. Stories, nursery rhymes and songs are a consistent feature of practice and support children’s communication and language development. Staff teach phonics in Reception, helping children develop positive attitudes towards reading. Children develop independence and follow routines well.

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Early years Needs attention

Relationships between adults and children are warm and nurturing. As a result, children are happy, feel safe and demonstrate positive attitudes to learning.

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Early years Needs attention

Children with special educational needs and/or disabilities receive suitable support to access learning alongside their peers. Transition arrangements are appropriate, and parents are involved in their children’s learning.

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Early years Needs attention

Most children are suitably prepared for the move into Year 1.

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Leadership and governance Needs attention

Leaders understand the school’s strengths and have identified the correct priorities for improvement. They have a clear vision for the school and place pupils’ best interests at the centre of their work. However, their actions have not yet secured improvement across all key areas, including behaviour, the curriculum, assessment and early years.

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Leadership and governance Needs attention

Provision and outcomes for disadvantaged pupils, pupils with special educational needs and/or disabilities and those known to children’s social care are improving. The recent impact of this work is evident across the school.

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Leadership and governance Needs attention

Staffing turbulence over the last 2 years has slowed the pace of improvement. Leaders have prioritised improving the school’s culture, but some aspects of this work have not been addressed quickly enough. In addition, some leaders do not maintain consistent oversight of key areas, including pupils’ behaviour and the implementation of improvement actions.

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Leadership and governance Needs attention

Those responsible for governance meet their statutory duties. They provide appropriate challenge and support and monitor the impact of leaders’ decisions.

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Leadership and governance Needs attention

Leaders recognise the importance of staff wellbeing and workload. Most staff, including early career teachers, feel supported. Professional development aligns with the school’s improvement priorities. However, leaders do not always follow up on actions.

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Leadership and governance Needs attention

A significant minority of parents and carers raise concerns about aspects of the school’s work. As a result, leaders have not yet secured the confidence of all stakeholders.

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What it's like to be a pupil at this school

St Peter's Bratton Church of England Academy is an inclusive school where pupils feel welcome and valued. Pupils are greeted warmly each morning and usually arrive calmly. Pupils attend well and enjoy coming to school. Most pupils feel safe and know who to approach if they need support. Most pupils report that staff deal with bullying effectively.

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What it's like to be a pupil at this school

Pupils benefit from a broad curriculum and a range of opportunities that support their personal development. Pupils take part in a range of clubs, visits and residential experiences. They value opportunities to contribute to the life of the school through roles such as school councillor and worship leader. These responsibilities help pupils develop confidence, leadership skills and a sense of belonging. The 'Bratton Bright Stars Award' celebrates pupils' achievements and is valued by pupils. Pastoral support helps pupils feel cared for and ready to learn. The school's programme for personal development prepares pupils well for life in modern Britain.

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What it's like to be a pupil at this school

However, pupils do not achieve as well as they could across all subjects. Weaknesses in curriculum implementation mean that some pupils do not build key knowledge securely over time. As a result, some gaps in knowledge remain, and some pupils do not apply key concepts well enough. Some pupils do not achieve as highly as they should. Pupils who face barriers to learning typically receive the support they need.

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What it's like to be a pupil at this school

Pupils' behaviour is mixed. During social times, some pupils' behaviour does not reflect the school's values. Some pupils report that low-level disruption in lessons affects their ability to focus and learn effectively. However, most pupils enjoy spending time with their friends and value the school's caring environment. Children in the early years settle quickly into routines and benefit from nurturing relationships with staff. However, inconsistencies in the implementation of the early years curriculum and the quality of adult interactions limit how quickly some children develop language and secure key knowledge.

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Lead inspector:

Victoria Jordan, His Majesty's Inspector

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Team inspectors:

Anne Bennett, Ofsted Inspector Emma Titchener, His Majesty's Inspector

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Next steps

Leaders should ensure expectations for managing pupils' behaviour are applied consistently, including during social times. Leaders should ensure that the curriculum is taught consistently well across subjects and year groups, including the wider curriculum. Leaders and staff should use assessment to identify and address misconceptions and gaps early, so that pupils build knowledge securely over time. Leaders should strengthen the delivery of the early years curriculum, including the consistency of high-quality adult–child interactions. Leaders should strengthen engagement with parents, carers and the wider community to build positive relationships and trust.

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About this inspection

This school is part of St Chad’s Academies Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Sarah Cockshott, and overseen by a board of trustees, chaired by Harry Azima.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

This inspection took place on 15 and 16 September 2026.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, deputy headteacher, assistant headteacher, pastoral lead, special educational needs coordinator, office manager, regional hub lead, CEO, deputy CEO, senior school improvement person, representative of the Diocese, chair of the local academy committee, chair of the trust board, staff, pupils and parents during the inspection.

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About this inspection

This school is registered as having a Church of England religious character. It is in the Diocese of Lichfield. Its last section 48 inspection was 22 May 2025.

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About this inspection

The school currently uses no alternative provision.

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 15 September 2026

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years. National average: 26.5%

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational needs support at the school.

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What does this mean?

Based on the English indices of deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2024/25 (final) 66% 62% Close to average

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average

2023/24 (final) 65% 61% Close to average

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average

2022/23 (final) 63% 60% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2024/25 (final) 72% 75% Close to average

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average

2023/24 (final) 74% 74% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2022/23 (final) 71% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 76% 74% Close to average

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average

2023/24 (final) 74% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2022/23 (final) 45% 44% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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average

2022/23 (final) 64% 60% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2022/23 (final) 55% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2022/23 (final) 64% 59% Close to average ‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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