Blackthorns Community Primary School

Blackthorns Community Primary School

Address: 3 Blackthorns Close, Lindfield, Haywards Heath, West Sussex, RH16 2UA Unique reference number (URN): 141892

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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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Achievement Strong standard

Pupils achieve highly in this school. They build strong foundations in reading, writing and mathematics from the early years onwards. Phonics teaching helps pupils read fluently. The strong start helps them to access learning across the curriculum. Pupils' attainment in Year 6 in national reading, writing and mathematics tests is above national averages. Disadvantaged pupils achieve very well.

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Achievement Strong standard

Pupils’ work is of a high quality. They use accurate vocabulary and show detailed understanding of subject-specific content across the curriculum. Pupils with special educational needs and those facing other barriers to their learning or wellbeing make good progress from their starting points. Adaptations and targeted support help pupils to build on what they already know. Pupils grow in confidence, resilience and independence. Their detailed knowledge and skills means they are consistently well prepared for their next steps in education.

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Attendance and behaviour Expected standard

Attendance is high because leaders make this a priority. Whole ‑ school attendance is above the national average. Pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils attend well. Leaders have created a caring, nurturing ethos, where staff work closely with pupils and families to promote regular attendance. This approach has helped reduce persistent absence, especially for pupils who face barriers to coming to school regularly. Recently, the numbers of pupils regularly absent from school has come down and leaders act quickly, when concerns arise. They recognise there is still more work to do to reduce persistent absence even further.

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Attendance and behaviour Expected standard

Behaviour across the school is calm, positive and respectful. Pupils follow routines confidently and engage well with their learning. Staff create a purposeful environment, where pupils increasingly learn to successfully manage their own emotions and behaviour. The newly implemented systems for managing behaviour are effective and used consistently. As a result, disruption to learning is rare. Bullying and any form of harassment or discrimination are not tolerated. Pupils say they feel safe and trust adults to deal with concerns quickly and effectively. Staff apply the behaviour policy fairly and make meaningful adjustments for pupils with SEND, so they can flourish and take part fully in school life.

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Curriculum and teaching Expected standard

Leaders have developed a broad curriculum. It is well sequenced so that pupils build on what they already know as they progress through it. Subjects have clear and ambitious end points. Reading, writing and mathematics sit at the heart of the curriculum. Staff focus on giving pupils the strong foundations needed for future learning. Teachers have secure subject knowledge. Specialists from the trust help staff develop their expertise further. Some pupils join the school mid-year. Staff identify any gaps in these pupils' knowledge. Leaders provide training so teachers know how to help pupils catch up quickly. This helps pupils learn key content alongside their peers.

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Curriculum and teaching Expected standard

Typically, the curriculum is delivered in line with leaders' expectations. In the most effective lessons, teachers carefully check understanding and adjust activities accordingly. This work is most apparent in reading, writing and mathematics sessions. The wider curriculum is taught well and topics engage pupils in their learning.

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Curriculum and teaching Expected standard

Staff have a secure understanding of how to tailor support to help pupils with special educational needs and/or disabilities learn the intended curriculum. They make suitable changes to teaching so all pupils can make progress. Adaptations help pupils access learning successfully.

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Early years Expected standard

Well-developed routines mean that children in the early years settle quickly into school life. Leaders have clear priorities for the early years and ensure staff are well trained. As a result, staff identify any barriers to learning or wellbeing that children may have. This includes children who join at different points during the year.

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Early years Expected standard

Leaders ensure the curriculum is structured so that all children, including those with special educational needs and/or disabilities, can access learning. It is carefully designed to meet children’s needs. There is a firm focus on communication, language and early mathematics. This helps children to develop their speaking, listening and number skills. Children enjoy the activities on offer. These help them to build physical development through movement, play and early writing. Staff support children to work and play together, manage their feelings and form positive relationships. As a result, children are confident and ready to learn.

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Early years Expected standard

Staff and leaders work closely with parents and carers and know the children well. This helps them to build caring, supportive relationships with children. When children have worries or cannot solve a problem, they seek help from adults who, in turn, respond sensitively. These interactions help children feel secure. Children's wellbeing is a high priority and is nurtured throughout the provision.

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Early years Expected standard

Children achieve well in the early years. Many reach a good level of development and leave Reception confident and ready for Year 1.

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Inclusion Expected standard

Leaders use a range of strategies to identify pupils’ needs. Pupils’ individual needs are assessed swiftly. Leaders support pupils well through effective practice. When pupils find learning challenging, they benefit from high-quality, inclusive teaching. Precise targets, effective teaching and adapted resources help pupils with special educational needs and/or disabilities achieve well.

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Inclusion Expected standard

Leaders have high expectations for all pupils. The inclusive approach supports those with barriers to learning. Staff understand pupils’ challenges because of regular training. They address these barriers in lessons and encourage pupils to develop independence. Staff make adaptations that help pupils with special educational needs and/or disabilities (SEND) access the same curriculum as their peers. Individual support plans guide teaching and include clear targets. These targets are reviewed with families each term. Pupils benefit from targeted interventions, especially in reading. The support they get helps them make good progress from their starting points.

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Inclusion Expected standard

The school works effectively with external agencies, including charities and the local authority. Specialists provide relevant advice and expertise. Staff act quickly to implement these recommendations and secure appropriate resources for pupils with SEND. Those pupils known to social care and others facing barriers to their learning or wellbeing receive timely support.

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Inclusion Expected standard

Support for disadvantaged pupils is effective. Leaders use pupil premium funding to provide pastoral and academic help, such as breakfast club and additional support with English and mathematics. The barriers pupils face are well understood by staff. As a result, pupils get the support they need. This helps them to thrive.

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Leadership and governance Expected standard

The school joined a new academy trust in June 2026. New leaders have introduced robust systems and set a clear direction for further development. This has enabled the school to maintain high standards during a period of significant change. Leaders have engaged with parents and carers to keep them informed about important developments.

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Leadership and governance Expected standard

Leaders have a secure understanding of the school’s strengths and the areas they need to prioritise. Leaders and staff know pupils and their families well. They work closely with them to ensure appropriate support is in place. Leaders make decisions in pupils’ best interests, particularly those who are disadvantaged, have special educational needs and/or disabilities, or face barriers to learning or wellbeing.

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Leadership and governance Expected standard

Governance is effective. The governing body fulfils its statutory duties. Trustees and governors know the school well and have the skills and knowledge needed for their roles. Newer governors have quickly gained an accurate understanding of the school’s context and work productively with leaders. They review a wide range of information, including finance, pupils’ achievement, attendance and safeguarding. They use this to challenge and support leaders constructively to ensure pupils’ educational and wider experiences prepare them well for the future. Trustees and governors also ensure the school promotes equality and upholds the trust’s commitment to inclusion.

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Leadership and governance Expected standard

Trust executives, governors and school leaders pay close attention to staff workload and wellbeing. This helps staff feel valued and contributes to a team spirit. Staff benefit from professional development that is research-informed and aligned with the school’s priorities.

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Personal development and wellbeing Expected standard

Leaders have established a coherent personal development programme. Pupils develop respect for others, build strong social skills and appreciate cultural diversity. As a result, pupils are well prepared for life beyond school and speak positively about the wide range of opportunities available to them.

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Personal development and wellbeing Expected standard

An age-appropriate relationships education curriculum is in place. Pupils learn about friendships, feelings and personal boundaries in ways that match their stage of development. They understand how to stay safe online and in the community, make sensible choices and know who to approach for help. Assemblies, discussions and enrichment activities deepen pupils' social, moral and spiritual understanding. Experiences such as high-quality dance sessions provided by a local secondary school help pupils grow in confidence and develop new skills.

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Personal development and wellbeing Expected standard

The wider curriculum further enriches pupils’ development. They enjoy clubs in music, sport and choir. Pupils value memorable experiences, such as school trips and the Year 5 and Year 6 residential activities. These opportunities broaden pupils’ horizons and strengthen their sense of belonging. Pupil leadership roles help older pupils develop responsibility. They carry out their house captain and play leader roles with pride. All pupils, particularly disadvantaged pupils, those with special educational needs and/or disabilities and those known to children's social care, are well supported to access the school's enrichment offer.

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Personal development and wellbeing Expected standard

The curriculum helps pupils to gain a general understanding of fundamental British values. Leaders are developing strategies to strengthen this work, so pupils are further prepared for life in modern Britain.

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Personal development and wellbeing Expected standard

Pastoral support is effective and makes a marked difference to pupils’ wellbeing. Learning mentors and trained staff help pupils manage their own emotions and build resilience. Staff make appropriate adjustments so pupils with special educational needs and/or disabilities can benefit from this work.

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

This is a safe and welcoming school. Each morning, pupils are greeted by kind and friendly staff. Pupils, including children in the early years, settle quickly due to the well understood routines. Adults know pupils well and value everyone as an individual. Pupils form positive relationships with staff and with each another. They show care for their friends and look out for younger pupils. Pupils with special educational needs and/or disabilities (SEND) take part in all aspects of school life. Many join clubs, including sports and choir. Pupils also have the chance to take on leadership roles, such as play leaders or house captains. They are proud to undertake these responsibilities. These opportunities help them build self-esteem and strengthen their connection to the school.

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

Children in the early years get off to a great start, which helps prepare them well for future learning. Pupils enjoy lessons and talk excitedly about what they have learned. They achieve very well. Staff explain ideas clearly and give the right support, when pupils need it. This precise help ensures that barriers to learning are addressed for pupils with SEND. As a result, pupils make good progress from their starting points. Work produced by pupils is of a high quality and reflects the pride they take in their learning. As pupils move through the school, they grow in confidence, resilience and independence.

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Lead inspector:

Ulric Neblett-Leigh, His Majesty's Inspector

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Team inspectors:

Sukwinder Samra, Ofsted Inspector James Baguley, Ofsted Inspector

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Facts and figures used on inspection

Attendance is high because pupils enjoy school and feel valued. Pupils show positive attitudes to their learning because staff model calm, respectful behaviour. Routines are clearly understood by pupils so disruption to learning is rare. Bullying is uncommon and staff act quickly when concerns arise. By the time they leave Blackthorns, pupils are ready for the next stage of their education.

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Next steps

Leaders should ensure that highly effective teaching is embedded across subjects and year groups. Leaders should continue to embed the personal development programme to ensure pupils are very well prepared for life beyond school.

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About this inspection

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

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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 co-interim headteachers, school business manager, the CEO, the director of education, governors, trustees, staff, pupils and parents 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 does not currently use any alternative provision.

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About this inspection

Co-interim headteachers: Marianne Brand and Emma Saunders 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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About this 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.

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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

2023/24 (final) 67% 61% 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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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

2024/25 (final) 77% 72% Close to average

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average

2023/24 (final) 73% 72% 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

2023/24 (final) 73% 73% 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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Disadvantaged pupils reaching the expected standard in reading

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

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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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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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. 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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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