Wheatfield Primary School

Wheatfield Primary School is a larger-than-average primary in Bradley Stoke and part of the Leaf Trust. Inspectors found an inclusive, caring school where pupils are proud to attend, staff know them well, and safeguarding standards are met. Attendance and behaviour are particular strengths: leaders are relentless in improving attendance, pupils are consistently polite and kind, classrooms are calm, and bullying or low-level disruption is rare. Most other areas of the school's work are at the expected standard. The curriculum is well planned and knowledge-rich, reading and phonics are priorities, handwriting is improving, and pupils with SEND progress well from their starting points. The early years provide a positive start, and personal development is broad, with clubs, trips, competitions, music and visitors enriching pupils' experience. Leadership is well supported by the trust, and staff and parents speak positively about the school. The main concerns are around consistency and equity. Disadvantaged pupils' outcomes are below national averages and the gaps are wide, especially in reading, writing and mathematics; leaders also want more pupils to reach greater depth in writing. Assessment is not consistently precise enough, so some teachers do not adapt tasks well to pupils' understanding. Similar variability appears in early years questioning, inclusion monitoring and personal development checks. Next steps focus on using assessment consistently and checking the impact of actions more precisely so disadvantaged pupils and pupils with SEND thrive across the curriculum.

Strengths

• Pupils’ behaviour is a strength, with consistent politeness, kindness and self-discipline in lessons and around school.
• Leaders are relentless in improving attendance and have built positive relationships with parents, improving rates for disadvantaged pupils and pupils with SEND.
• Published outcomes are generally above national averages, and most pupils are ready for the next stage of education.
• The curriculum is well planned, rich in knowledge and delivered through generally effective teaching that captures pupils’ imagination.
• Reading is a priority, with effective phonics teaching helping pupils decode unfamiliar words.
• Pupils with SEND progress well from their starting points and access the curriculum alongside their peers.
• The early years curriculum prioritises reading, writing, number and language, preparing most children well for the next stage.
• Personal development is broad, offering clubs, trips, competitions, music and visitors that develop pupils’ talents and interests.
• Pupils are highly respectful of difference and proud of their diverse school community.
• Leadership and governance are well supported by the trust, and staff are proud to work at the school with parents positive about its caring community.
• Safeguarding standards are met, with an open culture in which concerns are actively identified and managed.

Areas for Improvement

• Disadvantaged pupils’ outcomes are below national averages, with wide gaps in reading, writing and mathematics.
• Leaders have identified the need to increase the number of pupils achieving greater depth in writing.
• Assessment of pupils’ understanding is variable, so some teachers do not gain precise enough information to adapt learning activities.
• In some classes, work is not consistently adapted to reflect what pupils are capable of.
• Early years questioning and activities do not always deepen children’s learning or build sufficiently on what they already know.
• Monitoring of inclusion systems is still developing, and adaptations for some pupils with SEND or disadvantaged pupils are not always precisely identified.
• Checks on pupils’ understanding in personal development are sometimes variable, leaving gaps in knowledge unaddressed.
• Leaders are still developing strategies to monitor the impact of their actions precisely, particularly for disadvantaged pupils and pupils with SEND.
• Leaders must ensure assessment is used consistently well to support teachers in designing learning that builds on what pupils know and can do.
• Leaders need to check the impact of their actions more precisely so disadvantaged pupils and pupils with SEND consistently thrive across the curriculum.
• The school should support pupils to deepen and retain knowledge from the personal development curriculum over time.

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 Wheatfield Primary School attended 94.9% of sessions (the national figure for primary schools was 94.8%). 11.5% 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, 1.7% of pupils at Wheatfield 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 Wheatfield Primary School had 22.4 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 15.4% 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, 10.7% of pupils at Wheatfield Primary School were on SEN support (nationally 15.4%) and 2.5% 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 Wheatfield Primary School received £5,959 and spent £6,286 for each of its 402 pupils. It ended the year with reserves of £79,000 (£196 per pupil).

Across all 14 schools of The Leaf Trust, income was £6,841 and spending £6,882 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.

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All schools in Bristol · South Gloucestershire local authority: places and applications

Wheatfield Primary School is part of The Leaf Trust, which runs 18 schools. The nearest others:

• Bowsland Green Primary School Bristol
• Blackhorse Primary School Bristol
• Stanbridge Primary School Bristol
• Emersons Green Primary School Bristol
• Staple Hill Primary School Bristol
• The Tynings Primary School Staple Hill
• Mangotsfield Church of England Primary School Bristol
• Crossways Infant School Bristol
• Crossways Junior School Bristol
• Kings' Forest Primary School Bristol

What is Wheatfield Primary School's Ofsted rating?

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

When was Wheatfield Primary School last inspected by Ofsted?

Wheatfield Primary School was last inspected in June 2026.

How many pupils does Wheatfield Primary School have?

Wheatfield Primary School has 401 pupils on roll.

What age range does Wheatfield Primary School cover?

Wheatfield Primary School for pupils aged 4 to 11.

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

In 2025, 78% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Wheatfield Primary School?

Wheatfield Primary School is at Wheatfield Drive, Bradley Stoke, Bristol, BS32 9DB.