Mulberry West St Leonards Primary

What Ofsted said

From the inspection on 2 June 2026

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. 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. 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. 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.

What the school should improve

• 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.

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