Bradshaw Hall Primary School Review 2026: Top 2% in England for KS2 outcomes, with Forest School and specialist language support

Bradshaw Hall Primary School combines state-funded access with results that place it among the highest-performing primaries in England. In 2024, almost all pupils met the expected standard in reading, writing and maths, and the proportion achieving the higher standard was far above the England average. Alongside that academic profile sits a clear character agenda, shaped around “Golden Aims” and a set of “superpowers” that give staff and pupils a shared language for behaviour, effort and empathy.

This is a Nursery to Year 6 school with wraparound care available and a substantial enrichment offer, including Forest School as a timetabled part of the curriculum. The main practical issue for many families is admissions demand, with multiple applications for every place.

The culture is organised around a consistent, explicit set of expectations. The school’s “Golden Aims” focus on pupils becoming successful learners, resilient individuals and responsible citizens, supported by a named set of values and “superpowers” such as empathy, aspiration and self-control. That framework matters because it gives a common vocabulary for routines, relationships and self-management, particularly for younger pupils who benefit from clear, repeatable language.

The latest Ofsted inspection in March 2024 judged the school Outstanding in every area, including early years. That external judgement aligns with the wider picture presented in the report, which describes high expectations for pupils of all backgrounds, strong inclusion, and a calm approach to behaviour that makes it easier for pupils to concentrate and enjoy learning.

The school has expanded and modernised in phases over time. It opened in 1959, reorganised into separate infant and junior sites in 1973, then amalgamated in April 1999. Subsequent development added specialist spaces including a speech and language centre, a multimedia suite, and a Forest School area; a major capital programme in 2022 to 2023 included new windows, eco-lighting, roofing work, a full rewire, new heating systems and solar panels. The practical implication is that families should expect a large primary with infrastructure designed for specialist support and whole-school enrichment, not a small single-building village model.

Leadership is headed by Mr Chris Bagnall. The school’s own materials and the March 2024 inspection record both name him as headteacher. A precise appointment date is not routinely published in the sources available, so families who want that detail should ask the school directly.

Bradshaw Hall’s 2024 outcomes are exceptionally strong across the board. In 2024, 94.33% of pupils met the expected standard in reading, writing and maths combined, compared with the England average of 62%. At the higher standard, 52.67% reached greater depth in reading, writing and maths combined, against an England average of 8%. Reading and maths scaled scores were 110 and 111 respectively, with grammar, punctuation and spelling at 111.

The broader results pattern shows consistency rather than a single spike. Reading, maths and GPS all sit above 110 on average, and science outcomes are also very high. For parents, the practical takeaway is that this is a school where the typical pupil is performing well above age-related expectations by the end of Year 6, and where extension is likely to be a normal feature of classroom planning rather than an occasional add-on.

Rankings reinforce that story. Ranked 234th in England and 1st in Cheadle for primary outcomes (FindMySchool ranking based on official data), the school sits among the highest-performing in England (top 2%). Families comparing options locally can use the FindMySchool Local Hub page to view results side-by-side using the Comparison Tool, as small differences in cohort profile can change the feel of “best fit” even when results are strong.

The curriculum intent is explicitly framed around “powerful knowledge, skills and attitudes”, aligned to the school’s aims and superpowers. That matters because it signals a deliberate sequencing approach: knowledge and vocabulary are treated as building blocks, and character education is integrated as part of how learning is approached, not presented as a separate pastoral bolt-on.

In practice, this type of model tends to show up in lessons as tight routines, clear success criteria and a strong emphasis on oracy and explanation. The March 2024 inspection report supports the idea of high expectations and pupils being able to discuss learning in depth. For families, the implication is that children who respond well to structured teaching and clear standards are likely to thrive, while those who need more gradual transitions may benefit from careful early communication with staff about scaffolding and confidence building.

Early Years Foundation Stage provision is a significant part of the school offer, with Nursery and Reception as the starting point for many families. The school aligns early years to the statutory framework, and provides onboarding materials including welcome meetings and recorded guidance for new starters.

As a state primary, progression is into Year 7 through Stockport’s coordinated admissions and the local pattern of secondary options available from Cheadle Hulme and the wider Stockport area. The key practical point is that families should treat Year 6 as a transition year in two senses: academic readiness and admissions planning.

For Reception-to-primary families thinking ahead, it is worth understanding the secondary timeline early. For September 2026 secondary entry, Stockport’s application window runs from mid-August 2025 with a deadline of 31 October 2025, and offers in early March 2026 (for many schools). Even if that is not your immediate priority, knowing the shape of the process helps families plan visits, open events and travel considerations.

Admissions for Reception are coordinated by Stockport Council rather than handled solely by the school. For September 2026 entry, the application system opens on 15 August 2025 and closes on 15 January 2026, with National Offer Day on 16 April 2026. The same guide notes 8 March 2026 as the last date for changes of address to be considered before offers.

Demand is a defining feature. For the most recent admissions cycle there were 203 applications for 59 offers. That equates to 3.44 applications per place, and first-preference demand also exceeded available places. The implication is straightforward: even well-organised families should plan with alternatives in mind, and avoid treating a single application as a certainty.

The school’s own admissions page points families back to Stockport’s procedures and indicates that tours can be arranged by contacting the school office. Parents should use the FindMySchoolMap Search to check their precise distance to the school compared with historic patterns in the area, while keeping in mind that distance and demand fluctuate year to year.

Nursery provision

The school offers Nursery and indicates potential for 30 hours (full-time) provision where families meet government eligibility criteria. Nursery fees are not published in a way that can be quoted consistently in a review; families should refer to the school’s official information for current nursery charging and funded-hours arrangements.

Pastoral work is closely tied to the school’s character language, including the superpowers framework and the Golden Aims. This tends to strengthen consistency between classroom expectations and wider behaviour systems, which is often what parents mean when they describe a school as “well run”. It also supports pupils’ self-regulation, because the language is repeatable across year groups.

Inclusion is a prominent feature. The school runs a specialist speech and language centre offering time-limited placements (typically 1 to 2 years) for primary-aged children with severe speech and language difficulties, with referrals routed through NHS speech and language therapy and, in some cases, educational psychology. A named speech and language therapist is based in the centre two days each week, and the programme combines therapy with small-group teaching aligned to the national curriculum. For families, the implication is that this is a mainstream primary with a meaningful specialist layer, which can be reassuring for parents whose child needs structured language support without a specialist school placement.

Enrichment is built into the weekly structure. Key Stage 1 runs enrichment on Wednesday afternoons and Key Stage 2 on Friday afternoons, covering activities such as Forest School, cooking, baking, sewing or knitting, music technology, languages, and dance or drama. The advantage of a timetabled model is equity: enrichment becomes part of the core week, not something only pupils with flexible family schedules can access.

The after-school and lunchtime club programme is unusually specific and varied. Examples include Coding Club, Running Club, KS2 Choir, Reading and Puzzle Club, Typing Club, Netball Club, and Mad Science. There are also distinctive options such as Mindfulness Craft, Funky Fingers (fine motor skills), a Nasheed Choir, and a drama programme delivered through Rattle and Roll, alongside sports provision including girls’ football and seasonal cycle training through Bikeability for Years 5 and 6. These named activities matter because they show breadth beyond the usual football-and-craft baseline, and they provide different “routes in” for children whose confidence grows through performance, making, coding, or small-group clubs rather than large competitive teams.

Forest School is positioned as a whole-school entitlement rather than an occasional add-on. Every child is intended to access the woodland area during their time at the school, with sessions led by a qualified Forest School practitioner and supported by trained staff, with adaptations planned to enable access for all participants. For pupils, the benefit is practical and developmental: outdoor learning builds independence, collaboration and problem solving in a different context to the classroom, and it often supports children who learn best through doing.

The school day is listed as starting at 9:00am and finishing at 3:15pm for Early Years Foundation Stage and for all year groups, with a separate listed timing for a named class. Wraparound care is provided by Kickstart Childcare, with Breakfast Club running 7:30am to 9:00am and After School Club from the end of the school day until 6:00pm on weekdays. Uniform expectations and Forest School clothing requirements are set out clearly for families, including practical outdoor kit for woodland sessions.

• Admissions pressure. With multiple applications per place, the main challenge is securing a Reception offer. Families should plan a realistic set of preferences and understand how Stockport allocates places.

• High-attainment culture. Results are exceptional, which tends to raise the baseline of classroom expectations. Many pupils will enjoy the pace; some may need careful support if confidence wobbles under challenge.

• Specialist provision boundaries. The speech and language centre is time-limited and referral-led, so it should not be treated as a guaranteed on-site route for every child with language needs.

• Enrichment intensity. The programme is busy, with timetabled enrichment and a wide club menu. This suits many families, but children who need quieter routines may benefit from a more selective approach to after-school commitments.

Bradshaw Hall Primary School pairs a clear values-and-character framework with outcomes that sit among the strongest in England. It will suit families who want a structured, ambitious academic environment, plus consistent enrichment through Forest School and a broad club offer, while remaining within the state sector. The limiting factor is admission, so this works best for families who can plan early, understand the local authority process, and keep credible alternatives in view.