Lanlivery Primary Academy Review 2026: Small Cornwall primary with Forest School at its core

For this school, the published results does not include Key Stage 2 outcome figures or scaled scores, and the school is not ranked in the primary outcomes table provided. That means this review cannot responsibly make numerical claims about attainment at the end of Year 6 or compare results to England averages.

What can be said with confidence is how the curriculum and learning culture are described in official evidence. The 2024 inspection report indicates that pupils are enthusiastic about learning, many achieve well, and reading is prioritised through a chosen phonics programme with books closely matched to pupils’ knowledge of sounds. It also describes additional support being used when pupils struggle, with the intention of helping them catch up quickly.

Where there is an improvement note, it is also specific. The report highlights that checking pupils’ understanding is not always precise enough, and that unclear instructions can lead to confusion for some pupils. In a small school this is a useful signal for parents, because consistency of explanation and checking for understanding is often what separates a calm classroom from one where a few pupils drift.

If you are comparing schools locally, the best next step is to use the FindMySchool local hub comparison tools for Cornwall primaries, then validate the shortlist by reading the full inspection report and asking the school how it tracks progress across mixed age groups.

The curriculum narrative is unusually detailed for a small primary website. Early Years follows the Early Years Foundation Stage, with topics shaped by children’s interests and planning that starts from mind mapping. In practice, that points to a setting that values play based learning with a clear progression into Year 1 expectations, rather than pushing formal work too early.

From Year 1 to Year 6, the curriculum is presented as broad and inclusive, with French listed as the current language and Religious Education delivered through Cornwall’s agreed syllabus. There is also an explicit emphasis on reading and phonics, with daily phonics in Reception and Key Stage 1 and a structured lesson approach described for early reading.

A distinctive element for this school is the combination of outdoor learning with deliberate curriculum linking. The inspection report gives concrete examples of knowledge being applied across subjects, such as learning watercolour techniques in art and then applying them to European landmarks to deepen geography understanding. In early years, it describes role play being used to build vocabulary and knowledge, including a bridge themed construction area that connects to wider learning.

Specialist input appears in two areas on the website, PE and music, referenced as regular lessons with specialist teachers. For families who value breadth, this can be a meaningful plus in a small primary where staffing constraints sometimes limit subject specialism.

The most important practical question to ask, given the school’s size, is how classes are organised across year groups. Mixed age teaching can be excellent when planning is tight and staff know pupils well. It can also be challenging if assessment checks are uneven. The 2024 inspection improvement points make it sensible to ask how teachers verify understanding and address misconceptions quickly, especially in mathematics and early reading, where small gaps compound over time.

As a state primary for ages 2 to 11, most pupils move on to secondary schools within Cornwall, generally via the local authority’s coordinated admissions system. The school website does not publish a list of typical destination secondaries, and the does not include transition destination data for this phase.

What is clear is that preparation for the next stage is treated as more than academics. The inspection report describes older pupils acting as role models, helping younger pupils at lunchtime and supporting routines, and it notes that a residential trip to London helps older pupils develop independence and widen cultural experience. These are the kinds of experiences that often support Year 7 readiness, confidence with travel, routines, and coping with new environments.

For families considering this school, it is worth asking how transition is handled in Year 6, for example, links with receiving secondary schools, additional pastoral support in the summer term, and whether pupils have structured opportunities to build organisational skills and independence.

Lanlivery Primary Academy is a state funded school with no tuition fees.

For Reception entry, the practical admissions picture is competition rather than paperwork complexity. shows 16 applications for 5 offers for the primary entry route, and 3.2 applications per place, with the entry route marked as oversubscribed. This is a small school, so a few families can materially change the ratio each year, but it still signals that places are limited relative to demand.

The school’s admissions page explains that applications for Reception and in year places go through the local authority, and it describes a standard annual pattern where the Reception application window opens in September and closes in January.

For September 2026 Reception entry in Cornwall, the published local authority deadline is 15 January 2026.

Nursery and early years entry is available through Little Foresters, which states that it is open to children from the term before their third birthday, with term time operation and the session times listed on the website.

The official evidence points to calm routines and a strong safety culture. The inspection report describes behaviour around the school as calm and respectful, with well established routines including for the youngest pupils learning to line up sensibly and take turns.

The safeguarding statement is also direct. Inspectors confirmed that safeguarding arrangements are effective.

Pastoral culture in a small primary often shows up in informal ways, peer support, older pupils looking out for younger ones, and staff knowing families well. The inspection report’s references to older pupils supporting lunchtime routines and pupils describing security through the school’s family feel align with that small school advantage.

The school also references structured safety education and external programmes in its communications, including online safety learning and a planned NSPCC Speak Out Stay Safe visit referenced in the Head’s blog.

The school is explicit about enrichment being part of the offer, not an occasional extra. The inspection report points to a pupil council that raises money for charity through events such as bake sales, and it cites enrichment visits including Plymouth Argyle and the National Marine Aquarium.

Outdoor learning is the most distinctive pillar. Little Foresters describes regular Forest School opportunities, including caring for animals and plants, learning about safety around climbing, fires, and tools, and using outdoor areas such as a mud kitchen, weather station, and messy play spaces. In a rural context, that kind of provision can be a major reason families choose a school, particularly for younger children who learn best through active exploration.

Creative and performance opportunities also appear in official evidence. The inspection report notes an annual school performance as a significant community event. For a small school, this matters because whole school productions can be genuinely inclusive, every child tends to have a role, and pupils often gain confidence quickly when they are known personally by staff.

This is a small state primary with early years provision, so practicalities often come down to scheduling, wraparound options, and transport.

The Little Foresters page publishes the session structure for the pre school day. Morning sessions run 8:45 to 11:45, and afternoon sessions run 12:15 to 3:15.

For transport, the school serves a rural village setting. In practice that usually means a mix of walking for the immediate village and car drop off for families coming from surrounding hamlets. Ask about on site drop off routines, parking expectations, and whether any school transport support applies through Cornwall’s policies.

• Very small school dynamics. With a capacity of 70, year groups can be tiny. This can be reassuring for quieter children and families who want a close knit feel, but it can also mean fewer same age peer options in a given year.

• Competition for places. Recent Reception entry data indicates oversubscription, with 16 applications for 5 offers. In small schools, yearly demand can swing, but it still suggests that securing a place may be challenging.

• Consistency of teaching checks. The most recent inspection notes that checking pupils’ understanding is not always precise enough, and that unclear instructions can sometimes lead to confusion. It is worth asking how staff have strengthened assessment checks and lesson clarity since 2024.

• Wraparound clarity. If you rely on breakfast or after school care, confirm the current offer in writing. Smaller primaries sometimes adjust wraparound depending on staffing and demand.

Lanlivery Primary Academy suits families who want a small, community rooted primary with outdoor learning and Forest School experiences baked into daily life, especially in the early years. The atmosphere described in official evidence points to pupils feeling safe, known, and motivated, with a calm behaviour culture and strong routines. Admission is the obstacle rather than what follows, given the oversubscription signals in recent entry data. The best fit is a child who thrives with hands on learning, enjoys being outside regularly, and benefits from the close relationships that a very small school can offer.