St Peter's Bratton Church of England Academy, located in Telford, Shropshire, underwent an inspection on July 9 and 10, 2024, and received an overall effectiveness rating of Requires Improvement. The quality of education was also rated as Requires Improvement, while behaviour and attitudes, personal development, and leadership and management were rated as Good. The early years provision was similarly rated as Requires Improvement. The principal, Rhonda Welsh, leads the school, which is part of St Chad’s Academies Trust, overseen by CEO Sarah Cockshott and chaired by Anthony Orlik.
Pupils at St Peter's are described as polite, welcoming, and curious, feeling safe and attending well. The school has made efforts to improve behaviour, and pupils have noticed these positive changes. High expectations are set for pupil achievement; however, some students do not receive a quality education due to inconsistencies in curriculum delivery. This inconsistency limits pupils' potential, particularly affecting those with special educational needs and disabilities (SEND), who may not receive adequate support to learn alongside their peers. Recent changes in English and writing have shown promise in enhancing learning experiences.
The school encourages pupils to be responsible and active citizens, with opportunities for leadership roles in various councils. Extra-curricular activities, including sports and a cooking club, have been well received. The curriculum has been strengthened, establishing a foundation for well-sequenced learning, but inconsistencies remain in its implementation. Key knowledge is not always clearly defined, leading to gaps in pupils' understanding. Assessment practices vary across the school, which can hinder effective learning support.
Reading is emphasized, with a consistent phonics approach implemented. Reception children learn phonics from the start, enabling them to read with increasing fluency. Older pupils collaborate to develop their reading skills, and the school is committed to ensuring all pupils learn to read, regardless of their background or needs. The early years environment is language-rich, fostering collaboration and play, but the curriculum is not yet fully embedded, affecting the transition to key stage one.
Pupils with SEND are identified effectively, and appropriate interventions are in place, delivered by trained staff. However, adaptations in the classroom are insufficient, preventing these pupils from achieving their full potential. Attendance is high, supported by strong pastoral care, and recent improvements in behaviour have been noted. The school acknowledges the need for further work to help all pupils meet high expectations and has clear plans for improvement.
Pupils' spiritual, moral, social, and cultural development is well considered, with a detailed PSHE curriculum that complements a range of opportunities for talent development. Older pupils feel prepared for their next steps. Leaders at all levels recognize the areas needing improvement and demonstrate integrity and reflectiveness in their approach. Recent changes in senior leadership have provided a clear vision for improvement, and staff appreciate the support for their well-being.
The trust understands the school's needs and is actively supporting leaders in implementing necessary changes. Engagement with the community is improving, and parents have noted recent positive changes. The safeguarding arrangements are effective, ensuring a safe environment for all pupils. The school must focus on consistent curriculum implementation, effective support for SEND pupils, and better use of assessment information to address knowledge gaps and misconceptions.
