Thurnby Mead Primary Academy Review 2026, One-form entry with a specialist speech and language base

A one-form entry primary with a nursery and a 20-place Designated Specialist Provision (DSP) for speech, language and communication needs, Thurnby Mead Primary Academy blends mainstream routines with genuinely structured inclusion. The DSP is designed for pupils with an Education, Health and Care Plan (EHCP) where speech, language and communication is the primary need, and it also supports some pupils with hearing impairment alongside speech and language needs.

Academically, the published Key Stage 2 picture is strong, especially in reading, writing and maths combined, and the school’s FindMySchool ranking places it above England average, comfortably within the top 25% of primaries in England. A clear through-line runs from early language work to KS2 outcomes, helped by a consistent phonics programme from nursery through Year 2, plus catch-up for older pupils who need it.

Thurnby Mead’s tone is set by simple, memorable routines. One visible example is the behaviour framework, built around “be respectful, be safe, and be ready for learning”, which is designed to be used by pupils and adults in the same language, across classrooms and shared spaces. That consistency matters most in a one-form entry school where every transition is highly visible, and the strongest schools reduce friction at the moments that usually create it, lining up, starting lessons, shifting between tasks.

Inclusion is not treated as a separate track. The DSP is explicitly structured around inclusion in mainstream lessons and wider school life where appropriate, and it is backed by specialist approaches such as Makaton and targeted speech and language interventions. The DSP itself is described as having two teaching bases (Base 1 and Base 2) and a dedicated speech and language therapy pod, which gives the provision a “real place” identity rather than a bolt-on corner.

Leadership is stable and clearly presented. The principal is Michelle Woodhouse, and the most recent published inspection information notes she joined the school in August 2021. The school is part of The Mead Educational Trust, which provides governance oversight alongside the local academy council structure.

Thurnby Mead’s latest published Key Stage 2 outcomes show a strong headline figure in the combined expected standard for reading, writing and mathematics: 81% of pupils met the expected standard, compared with an England average of 62%. The “higher standard” measure is also a strength: 24.33% achieved the higher standard in reading, writing and maths combined, well above the England average of 8%. In science, the picture is solid and in line with England, with 82% meeting the expected standard. (All figures are from the most recently published KS2 outcome set.)

Reading and maths scaled scores sit at 107 for both subjects, indicating performance above the typical national reference point for the scaled score system. Grammar, punctuation and spelling is also strong, with an average scaled score of 109 and 85% meeting the expected standard.

In FindMySchool’s proprietary ranking (built from official performance data), Thurnby Mead is ranked 2,506th in England for primary outcomes and 34th in Leicester, placing it above England average and comfortably within the top quarter of primaries in England.

What this tends to mean for families is simple: children who engage well with the school’s literacy and language approach can make measurable progress by the end of Year 6, and the school has a track record of getting a high proportion over the expected standard line, not just close to it.

The teaching model is built around sequencing, repetition, and deliberate language development. Early reading is anchored in a single phonics programme, Little Wandle Letters and Sounds Revised, used from nursery through Year 2, with daily whole-class teaching and additional Keep-up sessions for pupils who need extra practice. For pupils who still need phonics beyond Year 2, the school uses Rapid Catch-up sessions daily, which is a practical marker of a school that expects gaps to be addressed rather than carried quietly into KS2.

Beyond phonics, English is described as novel-led, with pupils studying high-quality texts, including novels, in depth, and writing at length in response to texts as well as producing stand-alone pieces. Editing and redrafting is treated as a taught habit, with pupils producing revised work for a “Polished Pieces” folder that travels through the school. That detail matters because it suggests writing is not assessed only on first drafts, and pupils are coached to improve work through feedback cycles.

The DSP literacy approach is aligned to the mainstream programme but adapted with specialist tools. The English curriculum notes Cued Articulation for KS1 and KS2 pupils in the speech and language unit, and it describes targeted phonics matched to ability, plus experiences used as stimulus for writing and oracy. This is consistent with the DSP’s stated aim of combining intervention with inclusion, rather than replacing curriculum breadth with therapy-only time.

For early years, the school describes a language-rich environment, with play framed as a motivating driver for learning, both indoors and outdoors. The emphasis on “quality interactions” is a practical cue for parents: the adult role is active and conversational, not simply supervisory.

As a Leicester primary, progression to secondary school is coordinated through the local authority admissions process, with families choosing preferences across city secondaries. Thurnby Mead’s most useful contribution is typically ensuring pupils leave Year 6 with secure literacy foundations and the confidence to handle a larger, more complex timetable.

For pupils in the DSP, transition planning usually needs to be more bespoke. The DSP admissions and review model is explicitly EHCP-led, with outcomes reviewed formally through EHCP processes and additional reviews where needed. The DSP also states that inclusion into mainstream classes and trips is reviewed regularly, which can be helpful context for secondary planning because it indicates the school has a working culture of graduated inclusion decisions, rather than a one-off placement label.

There are three routes families commonly ask about: nursery, Reception entry, and in-year moves.

Nursery

The school asks families to contact the academy office the year before a child turns three, after which an application is provided the year before the child is of school age. The school flags that places are often oversubscribed, so timing and prompt return of paperwork matters.

Nursery fee information is not quoted here, and families should use the school’s official information for current early years pricing.

Reception to Year 6

Reception to Year 6 admissions are handled through Leicester City Council, rather than directly by the school, and the school also points families to a defined catchment for the academy.

For 2026 to 2027 entry, Leicester’s published primary admissions timeline sets the closing date at 15 January 2026, with offers issued on 16 April 2026.

Demand is a real factor. In the most recent available admissions cycle there were 74 applications for 30 offers for the primary entry route, with the school recorded as oversubscribed at 2.47 applications per place. For parents, that implies that listing the school is not enough; it is worth planning a realistic set of preferences. (If you are also weighing distance criteria across nearby schools, FindMySchool’s Map Search can help you compare practical travel options across your shortlist.)

In-year admissions and appeals

The school signposts families to the local authority process for in-year applications and appeals.

Pastoral work is framed as proactive and programme-based rather than reactive. One school document sets out a mental health and wellbeing offer that includes structured interventions and named routines, such as Daily Calm (planned calm periods), Wonderful Walking, Friends Champions, and targeted nurture-style interventions including Starburst and I Love Me Club. The value in this level of specificity is that it suggests support is planned and repeatable, not dependent on one individual staff member noticing an issue.

The school also links wellbeing to participation. The same published offer references access to clubs and teams, community events, and inclusion as part of the approach, which aligns with the DSP’s goal of ensuring pupils can participate in wider school life.

Safeguarding is a core reassurance question for families. The May 2025 Ofsted inspection confirmed that safeguarding arrangements are effective.

Extracurricular life is described as termly-changing, with clubs allocated on a first-come basis. That model can work well in a one-form entry setting because it keeps provision fresh, but it also means parents who want a particular club should be ready for quick sign-up when options are released.

The most distinctive “beyond lessons” detail is the way enrichment is used to widen participation. The school’s pupil premium strategy references subsidised access to Breakfast Club, trips, swimming lessons and residentials, plus expert music provision and a choir performance at a trust Christmas event. This is a concrete example of enrichment being treated as part of the entitlement, not an optional extra for families who can always pay.

There are also specific workshops and themes that sit outside normal classroom timetables. The same strategy mentions a British Red Cross first aid workshop for Years 5 and 6, which is the sort of practical personal development content that tends to stick with pupils and can build confidence ahead of secondary transition.

Sport is present, with documents referencing after-school sports clubs and activity options, and the overall message is participation and engagement rather than elite pathway.

This is a state school with no tuition fees.

The school day for pupils runs 8:45am to 3:15pm, with gates and doors closing at 8:45am. Nursery morning sessions run 8:45am to 11:45am.

Breakfast Club is referenced as part of the school’s enrichment offer for families who need it. Details of after-school wraparound care are not clearly set out in the school’s published pages, so families who need a specific finish time beyond 3:15pm should check directly what is currently available.

• Competition for places. The school is recorded as oversubscribed in the latest admissions dataset, at 74 applications for 30 offers. If you are applying for Reception, it is sensible to plan multiple realistic preferences, not a single option.

• Nursery timing matters. Nursery families are asked to make contact the year before a child turns three, and the school notes oversubscription. If nursery is your priority, early organisation is part of the process.

• Specialist provision has clear boundaries. The DSP is EHCP-led and designed for speech, language and communication needs (and some hearing impairment alongside speech and language needs). It also states it cannot cater for complex physical or medical difficulties, or for children whose primary needs are SEMH with complex ASD needs. For families exploring specialist support, that clarity helps, but it also means fit is crucial.

• Curriculum refinement is ongoing. The most recent inspection narrative notes that parts of the curriculum have been refined where they were less effective, and that a few areas were still in earlier stages of implementation. That can be positive, but parents may want to ask which subjects are mid-change and how consistency is maintained across year groups.

Thurnby Mead Primary Academy suits families who want a structured, routine-led primary with strong published KS2 outcomes, and who value inclusion that is designed into daily practice rather than treated as an add-on. The specialist speech and language DSP gives the school a distinctive capability, and the mainstream offer is reinforced by a coherent early reading approach and practical wellbeing programmes.

It is best suited to families who can engage early with admissions, especially for nursery and Reception, and who appreciate a school that sets expectations clearly. For shortlisting, FindMySchool’s comparison tools can be helpful for weighing Thurnby Mead alongside nearby options in Leicester using the same outcome metrics.