Little Mead Primary Academy

What Ofsted said

From the inspection on 27 January 2026

The school is a joyful and vibrant place. Pupils play, learn and laugh together happily. Classrooms and outdoor areas are calm, purposeful places. Pupils' positive attitudes towards their education are obvious. A real spirit of effort and industry runs through the school. In the past, pupils have not achieved as well as they should by the time that they have left the school. The school is determined to change this and give pupils the best chance of success. If pupils struggle with any aspect of school life, staff find a way to help them. Over time, parts of the school have been developed to meet different needs. For example, the 'Calm Cove' helps pupils to manage their emotions. Whatever their starting point, the school sets out to close any gaps in pupils' learning and development. There are softer starts to the school day in place for some. This helps the most vulnerable pupils transition calmly into school. Some pupils still do not attend school regularly enough. Staff work hard to support these families and make the school a place where they want to be. Pupils trust staff. They know whom to approach with concerns and do so readily. Pupils know that any bullying or unkindness will be dealt with. Pupils from a wide range of cultural backgrounds feel welcome and included. The school successfully teaches pupils the importance of tolerance and respect. This is reflected in pupils' friendly and caring interactions with one another. Pupils’ enjoy rich experiences and build their confidence at this school. They look forward to events on the school calendar, such as the ‘Meadovision’ talent contest. Many pupils, including disadvantaged pupils, take part in sports and clubs for yoga, coding and reading.

What the school should improve

• Leaders should ensure that any teaching designed to help older pupils to close gaps in their knowledge, so that they achieve at least as well as their national peers, is focused precisely on what individual pupils need.
• Leaders should continue to embed the new curriculum and associated teaching approaches so that children and pupils benefit from consistently effective teaching, both in the early years and across the rest of the school.
• Leaders should continue to further strengthen their work to secure sustained improvements in pupils' overall attendance.
• Leaders should develop pupils' understanding of the protected characteristics and equality even further, so that pupils' tolerant attitudes are underpinned by more detailed knowledge.

Read the full Ofsted report (opens in a new tab)