Brockley Primary School

Brockley Primary School is a welcoming, caring community where staff know pupils well and safeguarding is effective. Pupils generally behave well, enjoy school and benefit from a strong personal development offer, including healthy lifestyles, wellbeing check-ins and kindness initiatives. Early years provision and leadership and management are also strengths, with families valuing the support they receive and governors overseeing workload and resources carefully. This was the school's first routine inspection since the COVID-19 pandemic, and it has seen significant staffing changes. The curriculum is improving, with raised expectations and notable strengths in early reading, early years mathematics and art. However, the quality of education is not yet consistently strong. Some pupils do not read fluently enough, the writing curriculum is at an early stage, and tasks for pupils with special educational needs and/or disabilities are not always well matched to what they need to learn next. Attendance remains a concern for some pupils despite the school's tenacious work with families. Overall, the school has a positive culture and clear priorities for improvement. The main areas to address are reading fluency, systematic writing practice, adapting the curriculum for pupils with SEND, and improving attendance so that all pupils can build on their learning.

Strengths

• Welcoming, caring community with strong staff-pupil relationships
• Effective safeguarding arrangements
• Good behaviour and attitudes, with pupils understanding the golden rule and kindness
• Strong personal development, including healthy lifestyles, wellbeing check-ins and respect for diversity
• Good leadership and management, including governor oversight of workload and resources
• Early years provision helps children settle quickly and start learning straight away
• Love of reading is promoted from nursery, with children engaging in stories and vocabulary
• New phonics approach gives Reception pupils regular practice with sounds and decodable books
• Early years mathematics teaching helps children think carefully about numbers
• Art curriculum helps pupils learn techniques and take pride in their work
• SEND needs are identified quickly
• School strongly promotes attendance and works closely with families
• Well-judged professional development supports staff, including those early in their careers

Areas for Improvement

• Quality of education requires improvement overall
• Some pupils do not read fluently and do not consistently use phonics to read unfamiliar words
• Writing curriculum is at an early stage, with insufficient systematic practice in letter formation and graphemes
• Curriculum is not adapted well enough for pupils with SEND, so tasks sometimes do not match their next learning
• Some pupils' attendance remains too low despite the school's efforts
• Some pupils are asked to complete complex writing tasks before mastering fundamental knowledge

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 Brockley Primary School attended 93.3% of sessions (the national figure for primary schools was 94.8%). 20.9% 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, 6.9% of pupils at Brockley Primary School were suspended at least once (nationally 1.1%). One pupil was 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 Brockley Primary School had 17.2 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, 24.8% of pupils at Brockley Primary School were on SEN support (nationally 15.4%) and 9.8% 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 Brockley Primary School received £9,112 and spent £9,236 for each of its 128 pupils. It ended the year with reserves of £90,000 (£709 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 Chesterfield · Derbyshire local authority: places and applications

What is Brockley Primary School's Ofsted rating?

The latest Ofsted rating for Brockley Primary School is Requires Improvement, from an inspection in March 2025.

When was Brockley Primary School last inspected by Ofsted?

Brockley Primary School was last inspected in March 2025.

How many pupils does Brockley Primary School have?

Brockley Primary School has 133 pupils on roll.

What age range does Brockley Primary School cover?

Brockley Primary School for pupils aged 3 to 11.

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

In 2025, 67% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Brockley Primary School?

Brockley Primary School is at Clowne Road, Shuttlewood, Brockley Primary School, Chesterfield, Derbyshire, S44 6AF.