Brockton CofE Primary School

Brockton CofE Primary School is a small, welcoming village school at the heart of its community, with 56 pupils. Inspectors found that safeguarding standards are met and that pupils feel safe, behave well and are well cared for. Personal development and wellbeing is a relative strength: pupils access a broad programme of clubs, visits, residentials and responsibilities, and pastoral support is effective. Early reading is also a clear strength, with daily systematic phonics and children taught to read as soon as they join. However, the inspection found significant weaknesses in core areas. Achievement in reading, writing and mathematics is below national averages, and current pupils do not consistently make sufficient progress, especially where gaps in learning or barriers to learning are not addressed quickly. Curriculum and teaching, early years, inclusion, attendance and leadership and governance all require improvement. Monitoring and evaluation are not sharp enough, curriculum adaptation and assessment are inconsistent, early years implementation and interactions vary, and support for pupils with special educational needs and/or disabilities or other barriers is not always timely or effective. Attendance tracking is not yet robust for persistently absent pupils, and leaders' improvement work is at an early stage and too slow in places. The school has appropriate plans and some effective systems, including suitable curriculum planning, staff professional development, governor oversight and work with external agencies, but these are not yet embedded well enough to secure consistently strong outcomes. Leaders should strengthen monitoring, identify and review barriers to learning swiftly, adapt teaching and assessment more consistently, improve early years implementation and refine attendance analysis so all pupils build knowledge securely from their starting points.

Strengths

• Small, welcoming school at the heart of its local community.
• Pupils feel safe, well cared for and supported by effective pastoral provision.
• Pupils behave sensibly and respectfully in lessons, and playtimes are positive and social.
• Bullying is rare, and pupils trust staff to deal with any concerns quickly and fairly.
• Pupils access a broad personal development programme covering healthy relationships, online safety and life in modern Britain.
• A wide range of clubs, visits, residentials, performances and outdoor learning enriches the curriculum.
• Pupils can take on leadership roles such as school councillor and bronze ambassador.
• Careers information goes beyond what is expected, helping pupils see the value of education.
• The curriculum is suitable overall, logically sequenced and designed to build knowledge over time.
• Daily systematic synthetic phonics is consistently well delivered, and children learn to read early.
• Staff receive appropriate professional development, including training in adaptive teaching strategies.
• Governors understand their roles, uphold statutory responsibilities and check staff workload and wellbeing.
• Children in early years settle quickly, follow routines, develop independence and are well nurtured.
• Disadvantaged pupils are identified and supported appropriately, and pupil premium impact is monitored.
• Leaders work with external agencies to consider pupils' wider needs.

Areas for Improvement

• Published outcomes in reading, writing and mathematics are below national averages.
• Current pupils do not consistently make sufficient progress from their starting points.
• Pupils with gaps in knowledge, including those with barriers to learning, do not catch up quickly enough.
• Inconsistent curriculum adaptation and assessment mean gaps in learning persist across subjects.
• Not all pupils are as well prepared as they should be for the next stage of education.
• Attendance analysis is not effective enough, particularly for persistently absent pupils, and improvements are not yet embedded.
• Leaders do not consistently have a secure understanding of curriculum quality across subjects and phases.
• Some subjects have not been monitored or evaluated systematically, so weaknesses are not identified or addressed quickly enough.
• Teaching does not consistently build on pupils' starting points, especially in key stage 2 where historic gaps remain.
• The curriculum is not adapted consistently or effectively enough for pupils who need additional support.
• Some early years curriculum content is not taught regularly enough, and implementation varies across provision.
• High-quality interactions are not typically evident across early years provision, limiting some children's language development.
• Vocabulary training is not applied consistently, so some children, particularly those with barriers, do not acquire a broad vocabulary quickly.
• Identification of barriers to learning is not consistently precise or timely, so support is not always introduced when needed.
• Support in place does not consistently reduce barriers to learning, and provision is not always reviewed systematically.
• Some pupils with barriers to learning do not make the progress they should across the curriculum.
• Inclusion improvements are at an early stage and not yet embedded well enough to secure strong outcomes for all pupils.
• Leaders do not evaluate and monitor some aspects of school work closely enough, and the pace of improvement has been too slow.
• There is more work to do to help staff apply and embed professional learning, particularly in curriculum adaptation and assessment.
• More precision is needed to identify and address barriers to learning for disadvantaged pupils.
• Pupils' understanding of fundamental British values is not always explored in sufficient depth.
• Assessment practice needs to improve so gaps in learning are identified and addressed promptly across subjects.

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 Brockton CofE Primary School attended 95.1% of sessions (the national figure for primary schools was 94.8%). 15.8% 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, 1.8% of pupils at Brockton 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 Brockton CofE Primary School had 18.3 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, 11.8% of pupils at Brockton CofE Primary School were on SEN support (nationally 15.4%) and 2.0% 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 Brockton CofE Primary School received £11,109 and spent £11,436 for each of its 48 pupils. It ended the year with reserves of £35,000 (£733 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 Shropshire · Shropshire local authority: places and applications

What is Brockton CofE Primary School's Ofsted rating?

The latest Ofsted rating for Brockton CofE Primary School is Needs attention, from an inspection in June 2026.

When was Brockton CofE Primary School last inspected by Ofsted?

Brockton CofE Primary School was last inspected in June 2026.

How many pupils does Brockton CofE Primary School have?

Brockton CofE Primary School has 51 pupils on roll.

What age range does Brockton CofE Primary School cover?

Brockton CofE Primary School for pupils aged 2 to 11.

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

In 2025, 33% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Brockton CofE Primary School?

Brockton CofE Primary School is at Brockton, Much Wenlock, Shropshire, TF13 6JR.