Mulberry West St Leonards Primary

Mulberry West St Leonards Primary

Address: Harley Shute Road, St Leonards-on-Sea, East Sussex, TN38 8BX Unique reference number (URN): 140179

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Attendance and behaviour Strong standard

Leaders maintain a sharp understanding of attendance through systematic monitoring and analysis, enabling swift and well-judged intervention where concerns arise. Leaders work closely with families, recognising and addressing barriers with creativity and care. These actions are making a difference. Attendance has risen steadily in recent years and more notably in this academic year. It is now in line with national averages and has returned to pre-COVID-19 pandemic levels. Persistent absence, including for key groups, has also declined considerably, reflecting the school's sustained and effective focus in this area.

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Attendance and behaviour Strong standard

Pupils' behaviour reflects the school's high expectations and carefully embedded routines. Classrooms are calm and purposeful. Pupils are highly engaged, listening attentively and responding thoughtfully to one another. During social times, pupils play happily and support each other, including through pupil-led roles such as peer mentors. Pupils feel safe and well supported. They are confident that bullying is rare and is dealt with quickly and effectively when it arises. Leaders' detailed monitoring and review of behaviour enable them to identify patterns and respond effectively. When needed, they take precise action to support pupils and families. Personalised approaches help pupils who require additional support to engage positively in school life.

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Curriculum and teaching Strong standard

Leaders are ambitious for pupils' curriculum experiences and use a well-structured cycle of planning, monitoring and refinement to secure and sustain whole-school improvement. Since the last inspection, leaders have strengthened the teaching of reading through a rigorous approach. There is also a high level of consistency in the teaching of other core skills, including handwriting and mathematics, beginning in the early years. The teaching of writing is impressive, with well-established approaches that enable pupils to rehearse before they write. This work is recognised beyond the school, and leaders share their effective practice more widely.

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Curriculum and teaching Strong standard

Teachers use shared language and routines, which helps children know what to expect and how to respond. This consistency has been achieved through a high focus on developing teachers' subject knowledge and pedagogy. Teaching in the wider curriculum is also effective. Teachers provide clear explanations and use careful modelling so that pupils understand how to complete their work. Teachers skilfully link new learning to prior knowledge and future learning. Teaching is inclusive. Pupils from the specially resourced provision for pupils with special educational needs and/or disabilities are well supported to access learning, both within dedicated provision spaces and when learning alongside their peers across the wider school.

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Early years Strong standard

Leaders have established a consistent approach across the early years, ensuring that staff are well supported and developed. The Reception Year curriculum is carefully designed to build the knowledge and skills children need for Year 1 across all areas of learning. A clear

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Expected standard

emphasis on developing vocabulary, alongside phonics, mathematics and writing, prepares children well for their next stage. Songs and rhymes are used effectively to reinforce key concepts and vocabulary, for example in learning about seasons and months of the year. Staff are knowledgeable about how children learn and use this to plan purposeful teaching. Clear explanations, well-prepared tasks and timely support help children secure their learning. This is particularly evident in writing, where children write frequently and apply their phonics knowledge very confidently. Children's learning is monitored systematically, enabling leaders to identify strengths and address gaps promptly through targeted support and adapted curriculum plans.

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Expected standard

Children in early years engage very well in their learning and follow established routines confidently. They are able to sustain their attention on learning for long periods. Both indoors and outdoors, the environment is calm, purposeful and inclusive. Positive relationships support children to feel happy and secure. Children who may require additional support are identified early, including before they begin school, and supported effectively to ensure a successful start to school life.

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Achievement Expected standard

The school's strengthened curriculum is having a positive impact on pupils' achievement. This is reflected in improving key stage 2 outcomes in 2025, alongside the consistently positive performance in the Year 1 phonics screening check and the Year 4 multiplication tables check in recent years. Disadvantaged pupils achieve well at the school. In 2025, they outperformed non-disadvantaged peers nationally in key stage 2 writing.

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Achievement Expected standard

Published outcomes can sometimes be affected by the inclusion of pupils from the school's specially resourced provision for pupils with special educational needs and/ or disabilities. These pupils' complex needs may prevent them from fully accessing the school's curriculum in subjects measured by statutory tests.

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Achievement Expected standard

All groups of pupils make appropriate progress from their starting points. In the wider curriculum, pupils generally demonstrate secure recall of current learning. However, there is some variability in how well they remember prior learning over time. Leaders have identified this and have introduced curriculum approaches to support pupils in retaining knowledge over the longer term.

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Inclusion Expected standard

The school's commitment to inclusion is an established and integral part of its identity. This is reflected in leaders choosing to admit significantly more pupils than originally intended into the school’s specially resourced provision for pupils with special educational needs and/or disabilities (specially resourced provision). These pupils are fully included in all aspects of school life, including within lessons and the school's wider enrichment offer. Systems to identify pupils with barriers are thoughtfully designed and centred on individual need. As a result, pupils and their specific barriers are well understood. Staff share leaders' clear vision that all pupils should achieve and thrive, and they work collaboratively to realise this ambition. Leaders and staff engage effectively with a range of external agencies to secure timely and appropriate support for vulnerable pupils, including those in the specially resourced provision and those who are known, or have previously

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Inclusion Expected standard

been known, to social care. This coordinated approach ensures that pupils receive effective support. Leaders' use of pupil premium funding contributes positively to the achievement of eligible pupils. Leaders also collect a broad range of information about pupils' progress. However, their analysis of this information does not yet consistently enable them to identify the precise impact of specific strategies on different groups of pupils or to always inform timely adaptations when required.

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Leadership and governance Expected standard

Leaders provide clear and purposeful direction for the school, underpinned by a clear commitment to continuous improvement and collaboration. They are increasingly outward facing, engaging extensively with other organisations and schools, both locally and when contributing to wider system improvement.

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Leadership and governance Expected standard

The school's recent move to join a new trust has been managed effectively. This brings further opportunities for collaboration. School and trust leaders have quickly established a positive and productive partnership. Thoughtful action from the trust has ensured that the school's local context is well understood as it expands its work across a broader geographical area.

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Leadership and governance Expected standard

Trustees have taken deliberate steps to build relationships and develop an accurate understanding of the school as it has joined the trust. There are clear structures to support effective communication with the local governing body and ensure secure governance oversight. During the transition period, local governors have maintained their high focus on staff wellbeing, engaging regularly with leaders and staff in a variety of ways to understand the school's work.

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Leadership and governance Expected standard

Leaders prioritise the development of staff expertise through a well-planned programme of professional learning, informed by monitoring and staff feedback. A clear focus on succession planning ensures that, despite low staff turnover, there are opportunities for staff to develop leadership skills and take on new responsibilities. Staff have very high confidence in leaders. They feel that their workload is managed well, and they are proud to be part of the school's inclusive work.

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Leadership and governance Expected standard

Parents and carers are extremely supportive of the school, noting the school's warm and inclusive ethos and the sustained commitment of leaders and staff to meeting pupils' needs.

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Personal development and wellbeing Expected standard

Leaders have constructed a well-considered personal development and wellbeing programme, underpinned by a progressive personal, social, health and economic curriculum. They ensure that staff are well equipped to address sensitive issues when they arise. A range of pastoral support services is in place to support pupils effectively. The school's offer is enhanced through carefully chosen external partnerships, including with police community support officers, who work closely with the school to contribute both planned inputs and responsive support. This strengthens pupils' understanding of risk and safety. For example, older pupils recall in detail a recent visit from local lifeguards, which helped them understand water safety and how to respond if someone is in danger.

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Personal development and wellbeing Expected standard

Pupils develop secure knowledge in some aspects of the programme. For instance, they demonstrate a clear understanding of how to stay safe online, including recognising potential risks and managing screen time. Pupils consistently show inclusive attitudes and an understanding of fairness and equality, reflecting leaders' work to promote protected characteristics. However, in other areas, such as religious education and fundamental British values, pupils' knowledge is less well developed and lacks depth.

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Personal development and wellbeing Expected standard

The curriculum is further enriched through a wide range of visits, visitors and leadership opportunities, which are carefully designed to be inclusive. Pupils, including those in the specially resourced provision for pupils with special educational needs and/or disabilities, value these experiences. Leaders are also developing innovative approaches to raising pupils' aspirations, including partnerships with universities and careers fairs. However, leaders do not yet consistently track participation in the school's broad wider offer, such as clubs. As a result, they do not always identify which key groups of pupils are not taking part or fully understand their barriers to participation.

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What it's like to be a pupil at this school

At Mulberry West St Leonards Primary, pupils feel a clear sense of belonging and demonstrate highly inclusive attitudes. This reflects the school's unwavering commitment to these values from the earliest stages. Children in the early years learn to share, take turns and respect differences. This establishes the foundations for the inclusive culture seen across the school. Pupils, both within and beyond the specially resourced provision for those with special educational needs and/or disabilities, value its important role within the school. They understand that difference is something to be respected and celebrated.

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What it's like to be a pupil at this school

Leaders have established a culture in which pupils understand the importance of responsibility and contribution. Pupils value the vast range of leadership opportunities, including serving on the school council, becoming 'amazing artists' and supporting lunchtime routines. They can articulate how their contributions have led to tangible improvements. Pupils also contribute beyond the school community, for example when the well-rehearsed choir performs at a local theatre.

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What it's like to be a pupil at this school

Pupils feel comfortable and safe here. They take pride in meeting the school's high expectations for behaviour and attendance. Pupils understand the importance of attending regularly, reflected in the school's improving attendance. They enjoy being recognised for demonstrating the school's Pride of West St Leonards' (POW) values, earning POW stars for attributes such as creativity and honesty. Pupils also value everyday recognition, including frequent praise for calm and respectful conduct. This characterises the positive behaviour consistently evident across the school.

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What it's like to be a pupil at this school

Pupils enjoy their learning and speak positively about how teachers support them to achieve successfully. A wide range of enrichment opportunities further enhances the curriculum, and pupils value these experiences. For example, Year 5 pupils recall their visit to nearby Battle Abbey to learn about the Battle of Hastings, while Year 6 pupils describe how a visit to the fire station helped them understand how to keep themselves safe as they prepare for the next stage of their education.

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Next steps

Leaders should refine their systems for analysing inclusion-related data so that it can be used more precisely to evaluate the impact of strategies on pupils and make adaptations when needed, including in the use of the pupil premium strategy. Leaders should develop robust systems to evaluate the effectiveness of the school's personal development and wellbeing programme, including how well pupils learn and the extent to which key groups participate in the school's wider offer.

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About this inspection

This school is part of the Mulberry Schools Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Alice Ward, and overseen by a board of trustees, chaired by Jane Farrell. The school joined this trust in March 2026.

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About this inspection

The school has a specially resourced provision for pupils with special educational needs and/or disabilities. There are 17 pupils with physical disabilities and/or moderate learning difficulties on roll. All pupils have an education, health and care plan.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty's Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the principal, other school leaders, members of the local governing body, the CEO and other trust leaders and trustees during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school uses no alternative provision.

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Team inspectors:

Emma Law, Ofsted Inspector Paul Bateman, Ofsted Inspector Jo Hygate, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2024/25 (final) 60% 62% Close to average

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average

2023/24 (final) 54% 61% Close to average

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average

2022/23 (final) 59% 60% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2024/25 (final) 72% 75% Close to average

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average

2022/23 (final) 69% 73% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2023/24 (final) 65% 72% Close to average

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average

2022/23 (final) 72% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 72% 74% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2024/25 (final) 47% 47% Close to average

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average

2023/24 (final) 33% 46% Close to average

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average

2022/23 (final) 44% 44% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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average

2024/25 (final) 71% 63% Close to average

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average

2022/23 (final) 61% 60% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2022/23 (final) 61% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 53% 61% Close to average

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average

2022/23 (final) 50% 59% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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