North Mead Primary Academy Review 2026: High-attaining Leicester primary with a distinctive reading and character drive

North Mead Primary Academy sits in the Northfields area of Leicester and serves pupils from age 3 to 11, including a nursery. The school is part of The Mead Educational Trust and has a leadership model that uses the title Principal; Mr Ben Burpitt has held that role since 2022.

The latest Ofsted inspection took place on 24 and 25 January 2024 and confirmed the school remains Good; the report also notes that the evidence suggested it could be judged Outstanding if a graded inspection were carried out.

Where the school stands out is in its outcomes at the end of key stage 2 and in the deliberate way it builds learning habits. A soft start focused on reading, a strong phonics and reading spine, and a named character framework (Team Tactics) help make expectations feel consistent from Nursery through to Year 6.

A strong sense of order and purpose comes through in the way the school talks about learning behaviours. Team Tactics is not presented as a poster slogan; it is broken down into specific habits, for example being ready and prepared, then reinforced through “character muscles” such as concentration and independence. For families, that usually translates into predictable routines and a shared vocabulary that children can use to explain how they are learning, not just what they are learning.

Pupils are also given structured responsibility. The school uses named pupil roles that help children practise leadership early, including the Kindness Crew and librarian roles, alongside other responsibilities referenced in the trust’s quality assurance review. The implication is practical: this can suit children who gain confidence through clear jobs and recognition, particularly those who thrive when adults make social expectations explicit.

Context matters here. The school describes its community as highly diverse, and its curriculum and wider activity planning are framed as ways to broaden experiences for all pupils. That shows up in references to enrichment that is deliberately designed and organised so that participation is not dependent on parental budget.

The headline picture at key stage 2 is strong. In 2024, 83% of pupils met the expected standard in reading, writing and mathematics combined, compared with an England average of 62%. At the higher standard, 47% achieved greater depth in reading, writing and mathematics, compared with an England average of 8%. These are the kind of figures that, for parents, usually signal a school that stretches higher attainers while still securing the basics for most children.

Reading is a particular strength in the detail. The average scaled score in reading is 110, alongside 106 in mathematics and 107 in grammar, punctuation and spelling. High scores are also prominent in the component measures, including 68% achieving a high score in reading.

On FindMySchool’s proprietary ranking based on official data, the school is ranked 2,239th in England and 27th in Leicester for primary outcomes. This places it above England average overall, comfortably within the top 25% of primaries in England.

The school’s own materials and external reviews point to a coherent approach rather than a collection of initiatives. Reading is prioritised through daily routines and a structured approach to building vocabulary. The early years emphasis on communication and language is particularly explicit, with a strong focus on adult child interaction and modelling vocabulary.

Mathematics is described as building fluency, reasoning and problem solving, with planned opportunities to revisit prior learning and push into deeper challenge. In practice, that kind of design tends to help two groups at once: pupils who need repetition and scaffolding, and pupils who benefit from extension once they are secure.

One distinctive operational feature is how the school supports access and inclusion. A named Removing Barriers Team is described as coordinating support so pupils can be safe, settled and ready to learn. For families, the implication is that pastoral and safeguarding work is intended to remove friction that can otherwise disrupt learning, particularly for pupils with additional needs or family pressures.

As a Leicester City primary, progression to secondary school is managed through the usual coordinated admissions system, and the specific destination varies by home address and family preference. The school signposts families to the local authority route for applications and provides access to catchment mapping for its area, which is the practical starting point for understanding likely secondary options.

Transition readiness is supported through curriculum sequencing and the emphasis on independence and learning habits. The schools that tend to be easiest for children moving on from a high structure primary are those that maintain clear routines and consistent expectations. Families who want to sense check that fit can use the FindMySchool Local Hub comparison tools to review nearby secondaries side by side before applying.

This is a state school, so there are no tuition fees. Entry is competitive in places, with the school described as oversubscribed in the most recent admissions demand data provided. In the latest available figures, there were 51 applications for 42 offers for the main primary entry route, which is about 1.21 applications per place.

Reception to Year 6 applications are made through Leicester City Council rather than directly to the school.

For September 2026 entry, Leicester City Council states that the closing date for applications is 15 January 2026, and offers are issued on 16 April 2026.

Nursery admissions work differently. The school asks families applying for a part time nursery place to contact the academy office the year before a child turns three, then the school typically confirms next steps around March or April. The school also flags that nursery places can be oversubscribed, so early contact matters.

Because distance cut offs are not provided for this school, families who are relying on proximity should treat catchment information as a guide rather than a guarantee. A practical next step is to use FindMySchool Map Search to understand exactly where your address sits relative to catchment mapping and other nearby options.

Pastoral systems here are described in structured, operational terms. The school publishes a dedicated pastoral support page that frames pastoral care as the work done to support children’s physical and emotional welfare so they can learn well.

The safeguarding structure is also clear in the way senior roles are presented, with designated safeguarding leads identified within leadership. For families, the important implication is clarity: when processes and roles are explicit, it is usually easier for children and parents to know where to go with concerns.

Enrichment is presented as an entitlement rather than an optional add on. The school highlights a breakfast offer linked to Magic Breakfast, including breakfast club and classroom breakfast or bagels, aiming to ensure pupils are not too hungry to learn. This matters for learning because it reduces avoidable barriers to concentration, particularly in morning lessons.

Clubs and pupil roles give a useful snapshot of the wider offer. Clubs referenced include debating and knitting, and leadership roles include the Kindness Crew and pupil leadership responsibilities.

The trust’s review also describes a structured enrichment model, including a set of memorable visits and experiences designed to build cultural capital and reinforce academic learning, with examples such as trips linked to curriculum topics. Even if the exact programme evolves year to year, the implication for parents is a planned approach to enrichment rather than occasional one offs.

The school publishes an extended day structure linked to wraparound care. It states that breakfast club starts at 8 am and after school club ends at 4.30 pm, and that the academy is open a total of 41.25 hours per week.

Because this is a state school, families should still plan for normal associated costs such as uniform, trips, and optional clubs or activities where applicable; the school’s own materials suggest a deliberate effort to keep key enrichment accessible, but costs can vary by year group and activity.

• Competition for places. Recent demand data indicates oversubscription. If you are applying from outside the catchment area, it is sensible to shortlist realistic alternatives in parallel.

• High attainment can bring pressure. With outcomes well above England averages, some children may feel the pace is fast, particularly in upper key stage 2. Families should ask how the school supports pupils who need more time to secure core skills.

• Nursery places need early action. The nursery admissions approach starts the year before a child turns three, and the school notes that nursery can be oversubscribed. Early engagement matters.

• Parent engagement is an improvement focus. The trust’s quality assurance review suggests leaders should further explore ways to engage parents in understanding the curriculum. If home learning alignment is important to your family, ask what is currently in place and what is being developed.

North Mead Primary Academy combines strong key stage 2 outcomes with a clearly structured approach to reading, learning habits, and pupil responsibility. It is likely to suit families who value consistent routines, explicit expectations, and a school culture that puts reading at the centre of the day. Entry remains the practical hurdle, so a sensible application plan includes catchment checking and a strong backup list.