Brady Primary School

Brady Primary School is a larger-than-average primary school where safeguarding standards are met and pupils are well cared for. The school is performing well overall: attendance and behaviour, early years provision, leadership and governance, and personal development are particular strengths, while achievement, curriculum and teaching, and inclusion are secure but with scope to improve. Pupils achieve well by the end of Year 6, and disadvantaged pupils’ outcomes have improved, especially in reading in 2025. The school’s strengths include excellent pupil behaviour, a calm and purposeful early years environment, strong relationships with families, and a rich programme of trips, clubs and community involvement. Leaders and governors know the school well and act swiftly to improve it, and staff feel well supported in their workload and professional development. Pupils with special educational needs and/or disabilities are identified quickly and generally well supported. The main areas for improvement are the historically lower Year 1 phonics outcomes, although leaders have already made improvements, and the quality of some older pupils’ writing, particularly handwriting and spelling. The information given to staff about pupils’ needs varies in depth and precision, so tasks and adaptations are not always consistently matched to pupils’ current needs. Leaders should also extend work to ensure teaching is consistently of the highest quality across the school. The school has an above-average proportion of pupils with education, health and care plans and is located in an area of above-average deprivation, while the proportion of pupils eligible for free school meals is below average.

Strengths

• Attendance is consistently positive, with rigorous analysis and targeted support for pupils and families.
• Pupils’ behaviour is excellent; they are confident, curious and engaged, and bullying is rare.
• Early years provision is strong, with a calm, purposeful environment and high-quality staff interactions.
• Leaders and governors have a precise understanding of the school’s strengths and areas for development.
• Governors fulfil their statutory duties and provide effective support and challenge.
• Staff workload and wellbeing are well supported, and professional learning is a notable strength.
• Personal development is enriched through trips, clubs, leadership roles and community involvement.
• Pupils feel safe and well cared for, with trusted support from staff.
• Disadvantaged pupils’ achievement has improved, particularly in reading in 2025.
• Pupils with SEND are identified swiftly and generally well supported to access the curriculum.
• Safeguarding standards are met.

Areas for Improvement

• Year 1 phonics screening outcomes have been below national averages over time, though improvements are underway.
• Some older pupils do not develop their writing as well as they might, particularly in handwriting and spelling accuracy.
• Information provided to staff about pupils’ needs varies in depth and precision, so tasks and adaptations are not consistently matched to current needs.
• Teaching is not yet consistently of the highest quality across the school.
• On occasion, some pupils’ written work is weaker when handwriting and spelling skills are not secure.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Brady Primary School attended 95.3% of sessions (the national figure for primary schools was 94.8%). 14.2% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 0.0% of pupils at Brady Primary School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Brady Primary School had 22.9 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 12.1% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 8.0% of pupils at Brady Primary School were on SEN support (nationally 15.4%) and 6.6% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Brady Primary School received £7,518 and spent £7,623 for each of its 414 pupils. It ended the year with a deficit of £254,000 (-£614 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

• Primary Schools
• Secondary Schools

All schools in Havering · Havering local authority: places and applications

What is Brady Primary School's Ofsted rating?

The latest Ofsted rating for Brady Primary School is Expected standard, from an inspection in October 2026.

When was Brady Primary School last inspected by Ofsted?

Brady Primary School was last inspected in October 2026.

How many pupils does Brady Primary School have?

Brady Primary School has 423 pupils on roll.

What age range does Brady Primary School cover?

Brady Primary School for pupils aged 3 to 11.

What are Brady Primary School's SATs (KS2) results?

In 2025, 76% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Brady Primary School?

Brady Primary School is at Wennington Road, Rainham, Essex, RM13 9XA.