Bramley St Peter's Church of England Primary School

What Ofsted said

From the inspection on 21 January 2026

Pupils at Bramley St Peter's offer a warm welcome to visitors and embody the school's values of ‘nurture, discover and respect’. Pupils love the school and there is a clear sense of belonging. This helps pupils to feel included and valued. Despite this, too many pupils are often absent from school and persistent absence is high. This limits the impact of the school's work to improve pupils’ experiences over time. Pupils usually behave well, and incidents of bullying are reducing. Staff and pupils alike demonstrate positive relationships with one another. Pupils typically feel safe in school and are looked after well by skilled staff. Pupils typically enjoy learning. Staff seek to overcome barriers to learning through their knowledge of pupils as individuals. Leaders have created bespoke provisions to help cater for an increase in the number of pupils with special educational needs and/or disabilities. However, there are inconsistencies in how staff identify and address gaps in pupils' knowledge and skills throughout the school. This limits the progress that pupils make. Published outcomes at the end of key stage 2 are beginning to improve, although they remain below national averages. The achievement of disadvantaged pupils has improved, in particular. However, while pupils are getting better at writing, improvements in mathematics are limited. Children in the school's early years provision tend to achieve well from their starting points. Through a consistent approach to pupils' wider development, pupils of all ages are prepared well for life in the community and modern Britain. They know how to stay safe and avoid potentially dangerous situations in the wider community. Residential visits for the oldest pupils build their resilience. Opportunities to take part in charity work give pupils the chance to make a positive contribution and to give something back to others who need help.

What the school should improve

• Leaders must act swiftly and decisively to ensure that strategies to improve attendance have the intended impact, so that pupils attend school often, particularly those who are disadvantaged.
• Leaders must make sure that teaching is highly effective and consistent across the curriculum, particularly in mathematics, so that all groups of pupils, including those with special educational needs and/or disabilities, achieve well.
• Leaders must make sure that any gaps in pupils' basic knowledge are identified and addressed swiftly.
• Leaders must act promptly to remedy any areas of weaknesses in the provision that they identify and ensure that the actions that they take have the intended impact.

Read the full Ofsted report (opens in a new tab)