Lindfield Primary Academy

Lindfield Primary Academy

Address: School Lane, Lindfield, Haywards Heath, West Sussex, RH16 2DX Unique reference number (URN): 142291

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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 secure positive attendance by promoting its importance in academic success to the whole school community. Pupils are keen to attend. Leaders analyse absence patterns precisely. They know pupils who are not attending school as often as they should and why. They swiftly implement discreet interventions based on need. This has reduced persistent absence over time. Attendance is above national figures. Staff work closely with parents to embed positive routines. Targeted work with disadvantaged pupils has led to clear improvements in their attendance.

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Attendance and behaviour Strong standard

Behaviour across the school is excellent. Pupils follow routines confidently. ‘Wonderful Walking’ is seen consistently around the school. Pupils demonstrate respectful conduct in lessons and social times. Classrooms are calm and purposeful, enabling learning to proceed without interruption. Pupils are keen to contribute their ideas and work collaboratively with their peers. Pupils and staff build warm, trusting relationships so pupils feel safe. Staff apply expectations consistently and adapt strategies effectively for pupils where needed. Pupils report that behaviour is good and that bullying is rare. They know that any unkind or prejudicial behaviour is not tolerated. Staff promote pupils reflecting on their behaviour and this supports pupils to regulate successfully.

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Early years Strong standard

Children get off to a great start in Reception. Leaders ensure that children are well known to them before starting at Lindfield. Children settle quickly into school due to highly consistent, well-established routines. Staff build secure, caring relationships that help children feel confident and ready to learn. The environment is precisely organised. Carefully chosen resources promote a degree of autonomy, purposeful play and sustained engagement. Carefully chosen activities mean that all pupils, including those with special educational needs and/or disabilities, can access them. Children are kind and play harmoniously alongside one another.

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Early years Strong standard

Staff teach early reading and phonics with precision. They identify gaps swiftly and provide targeted support, so children develop strong early literacy skills from the outset. Reading is prioritised, and children make good progress from their starting points. Staff promote communication and language effectively through high-quality interactions and rich vocabulary. Outdoor provision further strengthens language development, offering meaningful opportunities for talk, exploration and problem-solving.

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Early years Strong standard

Staff understand children’s needs well and plan provision that supports their development. Leaders sequence the curriculum carefully, so children learn the key knowledge they need by the end of Reception. As a result, children thrive and are extremely well prepared for Year 1.

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Inclusion Strong standard

Leaders have clear systems in place to identify the needs of pupils swiftly and accurately. These start before children enter the school in Reception. Leaders then adopt a watchful waiting strategy so that no child gets left behind.

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Inclusion Strong standard

Staff ensure that pupils’ individual needs are accurately matched by provision in the classroom. Staff put in place effective support that reduces barriers to pupils’ wellbeing and academic progress. Well-chosen adaptations, including standing desks, wobble chairs and appropriate technology, ensure that pupils with special educational needs and/or disabilities (SEND) access learning successfully and make progress through the curriculum.

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Inclusion Strong standard

Leaders maintain oversight through regular checks. They adjust provision promptly where impact is not yet strong enough. Leaders engage effectively with external professionals where necessary, ensuring recommendations are implemented and reviewed systematically.

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Inclusion Strong standard

The school’s pupil premium funding is used to deliver research-based training in strategies aligned with the needs of the pupils. Support is carefully adapted to remain discreet, promoting inclusion. As a result, pupils with SEND and disadvantaged pupils achieve well from their starting points.

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Inclusion Strong standard

Leaders use alternative provision effectively so that is well matched to need. Consequently, it has a positive impact on both attendance and academic outcomes for pupils.

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Personal development and wellbeing Strong standard

Leaders have created a carefully structured personal development curriculum. They draw on pupils’ views to refine opportunities and ensure that every pupil benefits. As a result, pupils demonstrate a detailed knowledge of the curriculum and speak confidently about how their learning applies to their lives.

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Personal development and wellbeing Strong standard

The school promotes pupils’ spiritual, moral, social and cultural development extremely well. Pupils reflect thoughtfully on their beliefs and experiences. They show high levels of respect and acceptance for others. They can speak confidently about fundamental British values. Pupils are knowledgeable about protected characteristics. This learning starts in Reception when learning about families and different family groupings. Wellbeing and diversity champions support their peers to understand why diversity is so important. Consequently, pupils understand the importance of accepting everyone.

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Personal development and wellbeing Strong standard

A wide range of clubs, including a range of sports and wider opportunities such as doodle club, and drama and board games club, broadens pupils’ experiences and nurtures their interests. Pupils benefit from meaningful leadership roles such as inclusion ambassadors, peer mediators and the sports crew. Staff are astute in ensuring all pupils benefit from these opportunities, removing barriers where necessary. Role model week raises aspirations and challenges stereotypes. Pupils talk confidently about future ambitions and are motivated to work hard to achieve their dreams.

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Personal development and wellbeing Strong standard

Pastoral support is highly effective. Pupils credit the staff, worry boxes and the school guinea pigs as helping them with their worries. Pupils know and understand about mental

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Expected standard

health and show consideration for the impact of poor mental health. The school’s work on healthy relationships, consent and online safety is well embedded. Pupils explain how to keep themselves safe and understand the importance of respectful behaviour both online and offline. Leaders’ focus on active lifestyles and wellbeing further strengthens pupils’ readiness for life in modern Britain.

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Achievement Expected standard

The school is ambitious for all pupils. Most pupils achieve well across different subjects in the curriculum. This is reflected in their attainment in national tests and in their written work. Pupils can usually recall their learning well and this helps them to build connections with new knowledge.

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Achievement Expected standard

Pupils typically make steady progress from their starting points. The majority of pupils, including pupils with special educational needs and/or disabilities or other barriers to their learning, secure the knowledge and skills they need in reading, writing and mathematics. Some pupils’ handwriting is less well developed but the school is working to address this.

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Achievement Expected standard

Most gaps in pupils’ learning are identified and addressed in the classroom. Pupils can confidently use the vocabulary they are explicitly taught to explain their learning. This is more effectively developed in core subjects than in other subjects across the wider curriculum.

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Curriculum and teaching Expected standard

Leaders have implemented a broad, detailed curriculum. It is well sequenced and supports pupils' learning well over time. Leaders have a clear and detailed understanding of the quality of the curriculum. Leaders use this knowledge to plan appropriate, evidence- informed training for staff.

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Curriculum and teaching Expected standard

Teachers demonstrate secure subject knowledge and present information clearly. They generally use consistent teaching approaches. For example, they use talk partners to encourage whole-class engagement. The use of proofreading in writing helps support pupils to edit their work independently. These approaches help pupils understand new concepts and practise them with increasing independence. Pupils are willing to take risks in their learning and try new skills.

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Curriculum and teaching Expected standard

Staff prioritise reading. Phonics is well taught. Pupils access quality texts throughout the curriculum to help build pupils’ vocabulary. Staff adapt learning well for pupils who need additional help so they access the curriculum confidently. Assessment is typically used effectively to check understanding.

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Leadership and governance Expected standard

The uncertainty surrounding the handover to a new trust has impacted the day to day running of the school. Despite this, leaders have maintained their ambitious vision. They have a clear focus on pupils' wellbeing and achievement. Leaders have worked hard to reduce the impact on pupils and have largely been able to manage this. All those responsible for the school know it well and celebrate its strengths. Leaders prioritise key actions to improve areas such as quality first teaching and continuing to improve the curriculum. They use assessment information and other evidence to evaluate their work and target improvement strategies. Leaders promote a robust culture of safeguarding and ensure that staff share a clear understanding of their responsibilities.

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Leadership and governance Expected standard

Governors are passionate to support the school in the best way that they can. A change in their delegation of duties means they are increasingly able to challenge leaders appropriately. They ensure pupils are at the heart of every decision they make.

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Leadership and governance Expected standard

Leaders manage staff workload and wellbeing carefully. They act to reduce unnecessary tasks and maintain a positive culture. Staff benefit from a development programme that is rooted in research and linked to school improvement priorities. Training is tailored to whole- school needs and to individuals. Staff benefit from the trust’s subject lead networks and wider learning opportunities. Staff feel supported, listened to and proud to work at the school. Leaders and staff know pupils and their families well and work closely with them to ensure that appropriate support is in place. Parents are overwhelmingly supportive of the school.

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

Pupils at Lindfield Primary Academy enjoy a vibrant, inclusive community. They are happy and proud of their school. Pupils arrive each morning to a warm welcome from staff.

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

Pupils benefit from multiple opportunities to explore new interests. These help pupils to build confidence and develop teamwork skills. For example, many pupils arrive at school early to participate in morning clubs, such as skateboarding and choir. These activities encourage pupils to arrive punctually. Pupils take part in exciting school trips that broaden their understanding of the world and bring learning to life.

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

Pupils know the values of the school and live these each day. They are particularly keen to be known as a ‘perseverance pirate’. Pupils behave extremely well both in lessons and during social times. They are engaging and respectful, and show integrity. Pupils say that bullying is rare. They have the skills to manage friendships successfully. They trust that adults will help if required. Pupils know who to talk to if they have worries.

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

Pupils learn in a supportive environment where curiosity and creativity are encouraged every day. They benefit from consistent routines and the high expectations of staff. Pupils learn a broad and balanced curriculum. Pupils, including those who are disadvantaged or have special educational needs and/or disabilities, generally develop appropriate knowledge

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Team inspectors:

Kate Magliocco, Ofsted Inspector Grace MacLean, Ofsted Inspector Aaron Caple, Ofsted Inspector across the curriculum. Sometimes gaps in the building blocks of knowledge aren’t addressed as swiftly as they could be.

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Team inspectors:

Pupils in this school celebrate diversity. They do not tolerate prejudicial behaviour, and this is one of their strengths. Pupils take on leadership roles such as wellbeing and diversity ambassadors, school councillors and peer mediators, among many more. Consequently, they are very well prepared for life in modern Britain and for the next steps in their education.

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Next steps

Leaders should ensure that all pupils are supported to develop accurate and fluent handwriting. Leaders and those responsible for governance should continue to work together to use their knowledge and expertise to provide consistent support and challenge for the school.

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About this inspection

This school is part of Hurst Education Trust, which means other people in the trust also have responsibility for running the school. The trust is run by chief executive officer (CEO) Tim Manly, and overseen by a board of trustees, chaired by Karen Mack. The school joined this trust on 1st June 2026.

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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 pupils, leaders and staff, members of the local governing board, the CEO and a trustee during the inspection.

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About this inspection

The school currently makes use of 2 unregistered alternative provisions.

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 23 June 2026

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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 6 years. National average: 26.3%

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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 needs support 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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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) 70% 62% 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) 78% 75% 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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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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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) 55% 47% Close to average

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average

2022/23 (final) 43% 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) 64% 63% Close to average

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average

2022/23 (final) 57% 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) 57% 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) 73% 61% Close to average

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average

2023/24 (final) 50% 59% Close to average

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average

2022/23 (final) 57% 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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