Rayne Primary and Nursery School

Rayne Primary and Nursery School is a school that meets expected standards in most areas, with safeguarding standards met. It is part of The Attain Academy Partnership. Pupils belong to an inclusive, ambitious community where they feel safe and valued. Relationships with staff are positive, attendance is broadly in line with the national average and improving, and pupils generally behave well. Early years provides a secure start, inclusion is effective, and leaders have a clear understanding of the school’s context and strengths. However, achievement requires attention. Published outcomes show variation over time, including a decline in some areas, and a significant minority of pupils have important gaps in reading, writing and mathematics. Disadvantaged pupils and those with SEND do not consistently make progress across subjects. Teaching is not consistently adapted to pupils’ starting points, and behaviour expectations are not applied consistently, leading to some low-level disruption. Some pupils are also less secure in their knowledge of different religions. Leaders are taking action, but more work is needed to ensure all pupils build knowledge securely and are well prepared for the next stage of education. The next steps focus on improving teaching consistency, closing achievement gaps, and making behaviour approaches consistent across the school.

Strengths

• Inclusive and welcoming community where pupils feel safe and valued
• Effective pastoral support, including Thrive provision, helps pupils manage emotions and engage in learning
• Attendance is broadly in line with the national average and has improved over time
• Pupils behave well in lessons and relationships with staff are positive
• Phonics is taught effectively in small groups, helping pupils learn to read
• Early years provides a secure start, with a strong focus on communication and language
• Leaders have a clear understanding of the school and have redesigned the curriculum
• Governors and trustees know the school well and provide appropriate support and challenge
• Personal development programme builds values of fairness and respect and offers wider opportunities
• Inclusion is strong; pupils with additional needs usually learn alongside their classmates
• Disadvantaged pupils are supported to feel included and take part fully in school life
• Pupils feel safe and trust adults to deal with bullying effectively
• A range of wider opportunities, such as the reading café and community events, enriches pupils’ experience
• Staff value the training and support they receive, and leaders consider staff workload

Areas for Improvement

• Achievement requires attention; published outcomes vary and have declined in some areas
• A significant minority of pupils have important gaps in reading, writing and mathematics
• Disadvantaged pupils and those with SEND do not consistently make progress across subjects
• Teaching is not consistently adapted to pupils’ starting points, so some pupils are not moved on quickly enough or supported when needed
• Behaviour expectations are not applied consistently, leading to low-level disruption in lessons and at playtimes
• Some pupils are less secure in their knowledge of different religions
• Curriculum implementation is inconsistent, so pupils do not build knowledge as securely as they could
• In early years, activities do not always build closely enough on what children already know or can do
• Some pupils are not as well prepared as they could be for the next stage of their education
• Disadvantaged pupils’ performance gap in reading, writing and mathematics is significant
• Some pupils find work too easy while others need extra help, meaning learning is not well matched to prior 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 Rayne Primary and Nursery School attended 96.1% of sessions (the national figure for primary schools was 94.8%). 8.6% 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, 1.4% of pupils at Rayne Primary and Nursery 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 Rayne Primary and Nursery School had 20.3 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 27.0% 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, 11.3% of pupils at Rayne Primary and Nursery School were on SEN support (nationally 15.4%) and 1.9% 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 2024–25 Rayne Primary and Nursery School received £6,058 and spent £6,312 for each of its 205 pupils. It ended the year with reserves of £96,000 (£468 per pupil).

Across all 7 schools of Attain Academy Partnership, income was £6,470 and spending £6,381 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). Academy figures include a share of the trust's central services, shared out by pupil numbers, and are rounded to the nearest £1,000. Premises costs were defined differently from 2024, so compare them across that gap with care.

• Primary Schools
• Secondary Schools

All schools in Braintree · Essex local authority: places and applications

Rayne Primary and Nursery School is part of Attain Academy Partnership, which runs 7 schools. The nearest others:

• Bocking Primary School Braintree
• Cressing Primary School Braintree
• Gosfield Community Primary School Halstead
• Elm Hall Primary School Witham
• de Vere Primary School Halstead
• Newlands Spring Primary and Nursery School Chelmsford

What is Rayne Primary and Nursery School's Ofsted rating?

The latest Ofsted rating for Rayne Primary and Nursery School is Needs attention, from an inspection in July 2026.

When was Rayne Primary and Nursery School last inspected by Ofsted?

Rayne Primary and Nursery School was last inspected in July 2026.

How many pupils does Rayne Primary and Nursery School have?

Rayne Primary and Nursery School has 213 pupils on roll.

What age range does Rayne Primary and Nursery School cover?

Rayne Primary and Nursery School for pupils aged 3 to 11.

What are Rayne Primary and Nursery School's SATs (KS2) results?

In 2025, 48% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Rayne Primary and Nursery School?

Rayne Primary and Nursery School is at Capel Road, Rayne, Braintree, CM77 6BZ.