Lea Forest Primary Academy Review 2026: Elite primary outcomes with a clear culture of character and reading

Lea Forest Primary Academy sits in the top tier for primary outcomes and backs that up with an unusually explicit culture around learning habits, reading, and pupil voice. In 2024, 97.33% of pupils met the expected standard in reading, writing and mathematics combined, well above the England average of 62%. At the higher standard, 59.67% achieved greater depth across reading, writing and mathematics, compared to 8% across England. These are standout figures for any primary, anywhere.

The school is highly sought after. For the main Reception entry route, 257 applications competed for 60 places, which is 4.28 applications per place. The pattern is consistent with the school’s reputation, and families should assume that admission is competitive.

A nursery is part of the offer, alongside structured wraparound. Breakfast club runs from 08:00, and after-school clubs run until 16:30. Pastoral expectations are clear, safeguarding is taken seriously, and the school’s wider character curriculum is designed to make ambition feel normal rather than exceptional.

The school’s stated values are unusually direct: being big-hearted, being unusually brave, pushing the limits, and discovering what’s possible. Those concepts are not left as posters. They are woven into how pupils talk about behaviour, how adults frame challenge, and how success is defined, not just as attainment but as habits that help children keep improving.

Lea Forest also formalises pupil voice in practical ways. A school council and structured opportunities for debate sit alongside a strong emphasis on fundamental British values and celebrating difference. The message to pupils is simple: your voice matters, and you are expected to use it responsibly. That tends to appeal to families who want a school that combines warmth with high standards, and who prefer clarity over vague “be kind” messaging.

Early years provision is treated as the foundation rather than an add-on. The nursery is presented as a safe, stimulating environment that builds confidence and independence, with a focus on learning through play and exploration. The transition into nursery is framed as a partnership with parents, with regular communication and an emphasis on helping children settle securely.

A final note on leadership. The school lists Mrs S Burke as Principal and a regional executive principal within Lift Schools. Leadership visibility matters in a large primary, and families considering a move into the school should pay attention to how routines, communication, and expectations are maintained day to day.

The numbers place Lea Forest in rare company. Ranked 20th in England and 1st in Birmingham for primary outcomes, these are proprietary FindMySchool rankings based on official data.

In 2024, 97.33% of pupils met the expected standard in reading, writing and mathematics combined, compared to the England average of 62%. That headline figure is backed up across subjects: 97% reached the expected standard in science, compared to an England average of 82%. Grammar, punctuation and spelling is also strong, with 97% reaching the expected standard.

The higher standard outcomes are equally striking. At 59.67% achieving greater depth across reading, writing and mathematics, Lea Forest sits far above the England benchmark of 8%. Writing outcomes show depth too, with 28% achieving greater depth in writing.

Scaled scores underline the same picture. Reading and grammar, punctuation and spelling both sit at 114, and mathematics at 112. Those figures, combined with the school’s ranking, suggest pupils leave Year 6 not only secure in basics but comfortable with challenge.

Parents comparing local options should use the FindMySchool Local Hub page and its Comparison Tool to view these results alongside other Birmingham primaries, because the gap between “good” and “exceptional” is often clearer in the detail than in a single headline judgement.

Teaching is framed as sequenced knowledge building, with pupils expected to remember and apply what they have learned over time. The curriculum is described as ambitious and carefully structured from early years through to Year 6, which matters for continuity, especially when pupils join at different points.

Reading is treated as a central pillar. The approach to early reading is systematic, with staff training aligned to the school’s chosen phonics programme. On the reading programme, children read their story book three times, first for accurate word reading, then for fluency, and then for comprehension. That level of routine is a practical example of “practice makes permanent”, which is a phrase the school uses through its mascot-led messaging around loving challenge and improving through repetition.

The early years curriculum follows the Early Years Foundation Stage framework, with a balance of adult-led activities and independent learning opportunities. The nursery describes a daily model that includes a snack table and a focus on independence through practical routines, including uniform and easy-to-manage clothing to support self-care skills.

Beyond classroom learning, the school’s Forest School offer adds a distinct strand of outdoor education. It is described as child-led play and exploration that builds resilience, creativity, and independence, with nature as the context for learning.

For a state primary, the main transition question is less about destinations and more about preparedness. Lea Forest’s outcomes indicate pupils leave with secure fundamentals and a high proportion reaching higher standards, which generally translates into confidence at Key Stage 3, particularly in reading and mathematics.

The school does not routinely publish a detailed list of Year 6 destination schools. Families should expect most pupils to progress to local Birmingham secondary schools through the standard local authority process, with some families also considering selective routes where appropriate.

A practical tip: families planning for secondary should use FindMySchool’s Saved Schools feature early in Year 5, keeping a shortlist of likely options and revisiting it once local authority guidance and open events for secondary schools are published.

Admissions follow Birmingham’s coordinated arrangements for Reception, with Lift Schools acting as the admissions authority. The published figures suggest strong demand. For the main Reception route, 257 applications competed for 60 offers, which is 4.28 applications per place. First-preference demand is also high, with 1.93 first-preference applications for every first-preference offer.

Because last-distance information is not published here, families should avoid relying on assumptions about how far a place might reach. Instead, treat it as a school where proximity is likely to matter once priority groups have been applied.

Key dates matter. For September 2026 Reception entry, Birmingham’s coordinated system opened applications on 01 October 2025 and closed on 15 January 2026, with offers released on 16 April 2026. Families moving into the area should also check in-year admission arrangements, as processes can differ from the main intake round.

Nursery admissions are handled differently. The school states that it currently provides a morning part-time nursery for 26 children aged 3 to 4, and parents are advised to collect a nursery admission pack from the school office. Nursery places are not the same as Reception places, and families should plan ahead if they are hoping for continuity into Reception.

The pastoral picture is built around safety, high expectations, and clear routines. Pupils are expected to behave well and to take learning seriously, and that expectation is supported by consistent adult practice and a shared language around values.

Safeguarding is treated as core business. Staff training, timely reporting of concerns, and partnership working with external agencies are described as established practice. Pupils are also taught how to stay safe, including online, and are expected to know who to go to if they are worried.

Personal development is another explicit strand. Pupils have structured opportunities to take responsibility, including mentoring roles and school council involvement. The wider personal development curriculum includes health, relationships, and respect for different beliefs and backgrounds, which is particularly relevant in a diverse urban community.

Extracurricular life is not presented as a generic menu but as a structured programme linked to participation and pupil confidence. The school describes a system where pupils can earn credits for completing tasks and attending clubs, which nudges children towards trying things they might otherwise avoid.

Several clubs and activities are named, and the mix is deliberately broad. Choir is a clear example, including participation in YoungVoices 2026 at the Birmingham Arena. Gardening Club is another, with children preparing allotment beds, creating mini composters, and making items for a school fair. For pupils who prefer quieter spaces, Lunchtime Reading Club is run as a “reading for pleasure” group, built around discussion of authors, genres, and what makes a book engaging.

Academic stretch appears early too. Maths Extension Club is described as a lunchtime option for talented mathematicians in Year 2, which signals that challenge is not reserved for Year 6. Sports clubs rotate across the year and include options such as archery, hockey, athletics, and circus skills, alongside football and basketball.

Outdoor learning is given extra weight through Forest School. For some pupils, that is where confidence shows first, particularly for children who find the classroom environment demanding. The implication for families is that enrichment here is not only about performance, it is also used as a route into belonging.

The school day is clearly structured. Breakfast club runs from 08:00 to 08:45, with doors closed at 08:30. The main school start window is 08:45 to 09:00, and the register closes at 09:00. Home time varies by phase: Reception finishes at 15:10, Key Stage 1 at 15:15, and Key Stage 2 at 15:20. After-school clubs run from 15:30 to 16:30.

Breakfast club pricing is published as £20 per half term for an individual child, or £30 per half term for a family. After-school club costs vary depending on the option and are booked through the school’s payment system.

Travel and pick-up are actively managed. The school asks parents not to park on Eddish Road, Hurstcroft Road, or Ridpool Road at peak times, and encourages a park-and-stride approach where possible. Families who rely on driving should factor this into daily logistics, especially with different collection points by year group.

• Admission pressure. Demand is high, with 257 applications for 60 Reception places. Families should assume competition for places and have realistic backup options.

• Wraparound finish time. After-school clubs run to 16:30. Families needing later childcare should clarify local alternatives early.

• High-challenge culture. With very high attainment and a strong emphasis on routines, pupils who need a slower academic pace may require careful support planning and clear communication with staff.

• Parking and pick-up logistics. The school actively discourages parking on certain nearby roads at peak times. Families who drive daily should plan a workable routine rather than improvising.

Lea Forest Primary Academy combines exceptional outcomes with a clear, values-led culture that prioritises reading, character, and pupil voice. The nursery and structured club programme add practical appeal, particularly for working families who want enrichment within the school day.

Who it suits: families looking for a high-expectations primary where challenge is normalised, reading is central, and routines are explicit from early years onward. The limiting factor is admission, and shortlisting should be done with realistic alternatives in mind.