Bryn St Peter's CofE Primary School

The school is performing at a strong standard overall. All evaluated areas are at least at the expected standard, and personal development and wellbeing is judged strong. Safeguarding standards are met. Bryn St Peter's is a Church of England primary school with a new headteacher who took up post in January 2026. It serves a pupil population with a high proportion of disadvantaged pupils, and these pupils achieve above national averages. Leaders have a clear understanding of the school's context and act quickly to improve provision. Pupils are safe, happy and well behaved, and they benefit from a rich personal development programme, strong pastoral care, and a wide range of trips and clubs. The curriculum is ambitious and well ordered, and pupils with SEND or other barriers to learning are well supported to access the same curriculum and make secure progress. Early years provision gives children a positive start, and leadership and governance are effective, with staff feeling well supported and parents positive about the school. The main areas for development are limited. Some pupils make repeated spelling errors, and a minority lack consistent accuracy and fluency in handwriting. Leaders are already working to address this and to embed assessment systems so teachers can identify and fill gaps in learning across the curriculum. Overall, the school is well placed to build on its strengths.

Strengths

• Rich, well-thought-out personal development programme enhances pupils' opportunities.
• Strong pastoral care and layered emotional support for pupils.
• Pupils learn to manage mental wellbeing and understand physical health.
• Sensitive relationships, sex and health education develops understanding of healthy relationships and consent.
• Pupils have secure knowledge of online risks and how to minimise them.
• Pupils learn about different religions and cultures, including through local church links.
• Pupils have impressive knowledge of fundamental British values, government and monarchy.
• Comprehensive trips and visits broaden pupils' horizons and bring the curriculum to life.
• Varied clubs and enrichment activities, with leaders tracking participation so disadvantaged pupils benefit.
• Pupils are exceedingly well prepared for life in modern Britain.
• Attainment in reading, writing and mathematics at end of key stage 2 is close to or above national averages.
• Disadvantaged pupils' attainment is above national averages.
• Pupils with barriers to learning make considerable progress from their starting points.
• Attendance is in line with national averages, including for disadvantaged pupils and pupils with SEND.
• Persistent absence is below national average.
• Positive, caring and respectful relationships; happy, purposeful atmosphere with rare disruption.
• Pupils behave with courtesy and consideration, and unkind behaviour is resolved quickly.
• Curriculum is ambitious, well ordered and builds on prior learning.
• Leaders act swiftly to improve provision and use a new assessment tool to identify gaps.
• High-quality staff training and effective teaching, including clear modelling and misconception checking.
• Pupils with challenges access the same curriculum with well-adapted activities.
• Early years children get a positive start with warm relationships and effective phonics.
• Children develop into independent, resilient and sociable learners and are ready for Year 1.
• Pupils with SEND and disadvantaged pupils are nurtured and championed.
• Staff identify needs through clear processes and work well with external professionals.
• Leadership and governance are effective, with governors providing support and challenge.
• Staff feel valued, supported and listened to, with efforts to reduce workload.
• Parents are complimentary about the school's nurturing approach and enrichment opportunities.
• Safeguarding standards are met, with an open culture of safeguarding.

Areas for Improvement

• Assessment systems need further embedding to identify and address gaps in learning across the curriculum.
• Spelling teaching needs further embedding so pupils apply their skills more consistently.
• Some pupils make multiple and repeated errors in spelling.
• A minority of pupils lack consistent accuracy and fluency in handwriting.

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 Bryn St Peter's CofE Primary School attended 95.2% of sessions (the national figure for primary schools was 94.8%). 9.4% 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 Bryn St Peter's CofE 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 Bryn St Peter's CofE Primary School had 19.8 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 0.0% 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, 17.7% of pupils at Bryn St Peter's CofE Primary School were on SEN support (nationally 15.4%) and 3.8% 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 Bryn St Peter's CofE Primary School received £7,898 and spent £8,244 for each of its 186 pupils. It ended the year with reserves of £112,000 (£602 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).

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What is Bryn St Peter's CofE Primary School's Ofsted rating?

The latest Ofsted rating for Bryn St Peter's CofE Primary School is Expected standard, from an inspection in July 2026.

When was Bryn St Peter's CofE Primary School last inspected by Ofsted?

Bryn St Peter's CofE Primary School was last inspected in July 2026.

How many pupils does Bryn St Peter's CofE Primary School have?

Bryn St Peter's CofE Primary School has 186 pupils on roll.

What age range does Bryn St Peter's CofE Primary School cover?

Bryn St Peter's CofE Primary School for pupils aged 4 to 11.

What are Bryn St Peter's CofE Primary School's SATs (KS2) results?

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

Where is Bryn St Peter's CofE Primary School?

Bryn St Peter's CofE Primary School is at Downall Green Road, Ashton-in-Makerfield, Wigan, Lancashire, WN4 0DL.