Brambleside Primary School Review 2026: High-performing Kettering primary with a structured curriculum focus

At drop-off, timing matters here. Doors open at 8:40am, registration is 8:50am, and the day ends at 3:15pm, a rhythm that signals a school built around clear routines and calm expectations.

Brambleside Primary School serves pupils aged 4 to 11 in the Latimer area of Kettering, with a published capacity of 420. It is a stand-alone academy, which opened as an academy converter on 01 April 2015, with the predecessor listed as Brambleside Community Primary School.

Academic outcomes are a defining feature. Based on FindMySchool’s rankings drawn from official data, the school sits above England average overall, placing it within the top 25% of primary schools in England (roughly the 10th to 25th percentile band). In Kettering, it ranks 6th locally for primary outcomes.

The school’s own pages describe it as a popular local option, and that positioning tracks with the admissions picture and the way routines are set out for families. Expectations are clear, including punctuality, how children enter, and what happens if arrival is late. That clarity tends to suit families who value predictable structures and straightforward communication.

Pupil culture is framed around safety, respect, and behaviour consistency. The safeguarding statement emphasises an open culture where pupils are encouraged to speak to any trusted adult, alongside explicit teaching of online safety and age-appropriate relationships education in Year 6. This matters for parents who want reassurance that safeguarding is treated as daily practice rather than a policy sitting on a shelf.

A house system provides another layer of identity and belonging. Pupils are placed into Boughton, Kirby, Lamport, or Rockingham, with elected Year 6 house captains and committees across year groups, plus weekly house point totals and competitions across the year. That sort of structure can be especially effective in a larger primary, it creates smaller teams within the wider school and gives children clear ways to contribute.

Leadership is stable and visible, with Drew Brown listed as head teacher on the school website and on government records. Public sources accessed for this review do not clearly state the head teacher’s start date, so it is best treated as not confirmed.

Brambleside’s results place it above England average on the headline combined measure at Key Stage 2.

• 81% of pupils reached the expected standard in reading, writing and mathematics combined, compared with an England average of 62%.

• 32.67% reached the higher standard in reading, writing and mathematics combined, compared with an England average of 8%.

• Science is also strong, with 93% reaching the expected standard.

Alongside the combined measure, the scaled score profile is high: reading 107, maths 107, and grammar, punctuation and spelling 108.

In the FindMySchool rankings for primary outcomes (based on official data), Brambleside is ranked 2,823rd in England and 6th in Kettering, which places it above England average overall and comfortably within the top quarter of schools nationally. Parents comparing local primaries can use FindMySchool’s Local Hub and Comparison Tool to view these results side-by-side with nearby options.

The strongest evidence points to a deliberately sequenced curriculum and consistent delivery across classes. The October 2021 inspection describes a curriculum planned term-by-term, with teachers using clear models of success and frequent checks for understanding so gaps are addressed quickly.

Reading is treated as a priority rather than a single subject silo. Phonics and early reading are described as well organised, and the later-stage focus shifts towards fluency, including the use of targets that encourage pupils to read with pace and expression. For parents, the implication is practical: children who thrive with explicit teaching and frequent practice are likely to find the approach supportive, particularly in the early years and during key transitions.

There are also clear areas identified for refinement. Curriculum connections in design and technology were flagged as less secure than in other subjects, a reminder that even high-performing schools can have unevenness between subject areas. For families with a child who is happiest in hands-on, practical learning, it is worth exploring how that subject is now taught and resourced.

This is a primary school, so the main transition point is Year 6 to Year 7. The most useful available evidence is that transition is actively planned, including extra visits for some pupils who need additional support, and that Year 6 teachers prepare pupils in the summer term for the move to secondary education.

North Northamptonshire’s co-ordinated secondary admissions timetable for September 2026 entry uses an on-time closing date of 31 October 2025, with offers made from 02 March 2026. Families should check the current admissions criteria for their preferred secondary schools, as rules and catchments can differ by school and year.

Demand is a defining feature. The school states it is oversubscribed, and local admissions data also indicates that pressure: 120 applications for 58 offers in the most recently reported Reception entry route, which is approximately 2.07 applications per place. The ratio of first preferences to first preference offers is 1.14, suggesting that even first-choice applicants face competition.

The published admission number for Reception is up to 60 pupils per year in Foundation Stage. Oversubscription criteria on the school’s admissions page include priority for children previously in care, children of staff with at least two years employment, siblings, and then distance-related criteria.

Applications for Reception entry are handled through North Northamptonshire’s co-ordinated admissions process. For September 2026 entry, key dates published by the local authority include:

• Preparation and school visiting from 10 September 2025 onwards

• Closing date 15 January 2026

• Offers issued from 16 April 2026

For families thinking about a move, it is sensible to treat distance and criteria details as decision-critical. FindMySchool’s Map Search can help you check your home-to-school distance precisely, then sense-check it against the kinds of cut-offs that typically emerge in oversubscribed schools.

Safeguarding is presented as a whole-school responsibility with named safeguarding leads and an emphasis on staff training, up-to-date procedures, and pupil education around online safety. Inspectors confirmed that safeguarding arrangements are effective.

SEND support is framed in inclusive terms, with clear signposting that reasonable adjustments may be made so pupils can participate in clubs, trips, and wider school life. External specialist support listed includes speech and language therapy, occupational therapy, educational psychology, and the school nursing team, with parental communication and consent highlighted as part of the process.

Behaviour expectations are set out plainly in school messaging, including explicit anti-bullying stance and regular reinforcement of expectations through class and whole-school discussion. That approach tends to work well for pupils who benefit from consistent boundaries and predictable consequences.

This is an area where the school’s organisation shows up in practical ways rather than marketing language.

• House events and competitions are a central pillar for participation across year groups, linked to the Boughton, Kirby, Lamport, and Rockingham houses, with Year 6 leadership roles and committees.

• Karate is explicitly listed as a community club activity connected to the school site, which may appeal to pupils who enjoy structured physical disciplines and graded progression.

• Wraparound childcare (before and after school) is provided by Premier Education, with booking handled via the provider.

The implication for families is straightforward: there are clear routes into enrichment and childcare support, but parents should expect some elements to be delivered through external partners rather than directly staffed by the school.

The school day is clearly published. Pupils are welcomed from 8:40am, registration is 8:50am, and the day ends at 3:15pm for both Key Stage 1 and Key Stage 2 (with different morning break timings for Years 3 to 6).

Before and after-school provision is available via an external provider, and families who need wraparound care should review the current sessions and availability directly through the linked booking route. Term date documents are also published for 2025 to 2026 and 2026 to 2027.

Location-wise, the school describes itself as being in a popular residential area of Kettering, which typically supports walking and short car journeys for many families. If you rely on driving, it is worth checking local parking and safe drop-off expectations during a visit, as these can affect day-to-day stress more than parents anticipate.

• Competition for places. Oversubscription is not a slogan here, the admissions ratios indicate meaningful pressure at Reception entry. Families should plan early and use all three preferences strategically.

• Curriculum consistency can feel structured. The teaching approach emphasises modelling, checking understanding, and regular retrieval, which suits many children, but pupils who prefer looser, project-led learning may need time to adjust.

• Some enrichment routes are externally delivered. Wraparound care is provided through a third-party provider, so availability, session structure, and day-to-day communication may look different from school-run provision.

• Subject variation exists. Design and technology curriculum connections were identified as an area to strengthen, so parents may want to ask how this has evolved since the last full inspection.

Brambleside Primary School suits families who want a well-organised primary with above-England-average outcomes and a strong emphasis on routines, behaviour consistency, and a carefully sequenced curriculum. Entry remains the primary hurdle, particularly at Reception, and the best approach is to treat admissions planning as a project rather than a last-minute form. For children who thrive with clear expectations, frequent feedback, and structured teaching, this is an especially compelling local option.