Lark Rise Academy Review 2026: High-performing primary with a strong reading and digital focus

High performance sits at the centre of this school’s story. In 2024, 90.33% of pupils met the expected standard in reading, writing and mathematics combined, far above the England average of 62%. The higher standard picture is equally striking, with 36.33% reaching greater depth compared with 8% across England.

Leadership has also moved recently. Mrs Romina Lang is the headteacher, with an appointment date shown as January 2025. The school is part of Chiltern Learning Trust, and the most recent routine inspection set out a consistently strong quality picture across curriculum, behaviour and early years.

For families, the practical question is not whether standards are strong, but whether a place is realistic. Reception entry is popular, with 131 applications for 44 offers in the most recent admissions snapshot, which equates to almost three applications per place.

The tone is purposeful and structured, with a clear emphasis on building habits that translate into strong academic outcomes. The school’s published ethos highlights four priorities across school life: reading, sustainability, values and digital literacy. That combination matters because it signals a culture that values both traditional fundamentals and modern learning behaviours, particularly for older primary pupils.

Pastoral systems are described through the lens of guidance, responsibility and well-being support. The most recent inspection report describes pupils as compassionate and confident, with planned check-ins and trusted staff contributing to that sense of security. This is helpful context for families weighing whether a high-performing setting will still feel nurturing for a sensitive child.

Nursery provision is integrated into the school rather than operating as a separate entity. The school states it offers 30 hours of childcare in its nursery and positions early years as a springboard into the rest of primary. (For nursery pricing, the school directs families to contact them directly; specific nursery fee figures are not published in a way that should be repeated here.)

Lark Rise Academy ranks well above the England average for primary outcomes. The school is ranked 957th in England and 1st in Dunstable for primary performance (FindMySchool ranking based on official data), placing it well above England average overall (top 10%).

The 2024 outcomes show depth as well as breadth:

• 90.33% met the expected standard in reading, writing and mathematics combined (England average: 62%).

• 36.33% reached the higher standard across reading, writing and mathematics (England average: 8%).

• Average scaled scores were 109 in reading, 108 in mathematics, and 110 in grammar, punctuation and spelling.

• Subject-level expected standard rates are high, including 93% in mathematics and 93% in grammar, punctuation and spelling.

For parents comparing options locally, the FindMySchool Local Hub and Comparison Tool can be useful for viewing these outcomes alongside nearby primaries using the same baseline metrics.

The educational priorities are unusually explicit for a primary. Reading is not positioned as simply an English subject, but as a whole-school thread. The inspection deep dives in March 2025 included early reading and mathematics, which aligns with the school’s public emphasis on foundational learning.

Digital literacy is also a defining feature, particularly in Key Stage 2. The school describes an intention for pupils to have a 1:1 device across their four-year Key Stage 2 journey, supported through a Chromebook scheme. The practical implication is that homework routines, online platforms, and digital study habits are likely to be part of day-to-day learning expectations from the junior years onwards.

Curriculum structure appears carefully planned rather than ad hoc. Subject pages and progression materials indicate a two-year rolling approach in several areas, which typically supports mixed-age classes and helps maintain continuity when cohorts are vertically grouped.

This is a state primary with pupils staying through Year 6, so the key transition is into secondary-phase education at age 11. Central Bedfordshire has multiple secondary schools across Dunstable and the surrounding area, and families should expect allocation to depend on the council’s published criteria and the annual pattern of demand.

What stands out is that the school signals a strong preparation culture for transition through structured learning habits, sustained reading expectations, and a clear focus on personal responsibility. That combination tends to suit pupils who respond well to routine and who will benefit from moving into the next stage with secure basics.

Admissions for Reception are coordinated through Central Bedfordshire Council rather than handled solely by the school. The published council timetable for September 2026 entry includes:

• 15 January 2026: national closing date for on-time applications

• 16 April 2026: national offer day

• 16 January to 30 April 2026: late applications window

• 1 June 2026: late allocation offer day

Demand for places is the headline issue. With 131 applications and 44 offers in the latest dataset, entry operates at close to three applications per place, and first preferences also exceed available offers.

Parents considering a move should use the FindMySchool Map Search to check practical proximity and transport options early, then review the council’s admissions guidance for the relevant entry year.

Well-being support is presented as planned and proactive, including the use of trusted adults and structured check-ins. SEND information indicates the school works with external professionals and can provide targeted interventions, including speech and language, occupational therapy, and physiotherapy interventions where advised.

In practice, this points to a school that aims to combine high academic expectations with a scaffolded support model. For many families, that balance matters more than any single initiative.

Clubs run to 4.30pm and change on a half-termly basis. The school lists activities including tennis, football, street dance, dodgeball, ballet and Tae Kwondo. The practical implication is that pupils can try activities in short cycles rather than committing for a full year, which can be helpful for younger children building confidence.

Residential experiences are unusually specific and are a tangible marker of enrichment planning. The school publishes a Year 5 residential to France scheduled for 1 to 4 June 2026 and a Year 6 UK residential scheduled for 16 to 19 June 2026. For many pupils, these are confidence-building milestones, and for families they signal a willingness to invest in broader experiences beyond test preparation.

The school day is clearly set out. Gates open at 8.45am, the official start is 9.00am, and the day ends at 3.30pm, with optional clubs running to 4.30pm.

Wraparound care includes a breakfast club for morning nursery to Year 6 running from 8.00am to 8.45am, priced at £5.00 per session including breakfast. The website does not clearly set out an after-school childcare provision beyond clubs, so families who need care beyond 4.30pm should ask the school directly what is available.

• Competition for places. With close to three applications per place in the most recent snapshot, admission is the practical constraint for many families.

• A strong performance culture. Results are exceptionally high for a state primary, which can suit motivated pupils, but families should consider whether their child thrives in a setting with clear expectations and consistent routines.

• Digital expectations in Key Stage 2. The 1:1 Chromebook intention signals that screen-based homework and online platforms are likely to be part of normal learning habits from the junior years.

• Wraparound coverage. Breakfast club is clear, but after-school childcare beyond clubs is not set out in a detailed, published way.

This is a high-performing, non-selective state primary that combines very strong outcomes with a clearly defined set of priorities around reading and digital literacy. It suits families who want academic stretch without private fees, and who are comfortable with a structured, expectations-led approach to school life. The main limiting factor is securing a place in an oversubscribed intake.