The Flying High Academy Review 2026: Calm, ambitious primary with strong KS2 outcomes

A “good, calm and purposeful” primary where expectations are explicit and routines are designed to help children feel secure. The most recent official inspection describes pupils who enjoy learning, move sensibly around the building, and use simple systems like the Worry Monster to ask for help if something is troubling them.

Academically, published KS2 outcomes are strong. In 2024, 85% of pupils met the expected standard in reading, writing and mathematics, compared with an England average of 62%. The higher standard figure is also striking, with 32.33% reaching the higher standard in reading, writing and mathematics against an England benchmark of 8%. In England terms, this is performance that sits above average, placing it comfortably within the top 25% of primary schools in England (FindMySchool ranking).

This is a state school, so there are no tuition fees. Families should still expect the usual practical costs, including uniform and trips, plus optional extras such as wraparound childcare.

Care is presented as the core value, and the lived experience matches the statement. The most recent inspection describes pupils feeling safe, knowing they can tell an adult or leave a note for staff to read, with support following up quickly. That kind of “low friction” safeguarding culture tends to matter most day to day, especially for younger pupils who may not want to talk publicly.

Behaviour expectations are clear and visible in the way pupils move and settle. The same inspection describes sensible movement around the site, respectful interactions, and lessons that proceed without fuss or disruption. This is the sort of school that often suits children who thrive with predictability, and it can also be reassuring for families who have previously experienced a noisier, more inconsistent setting.

A small but distinctive detail is the use of peaceful music in corridors, referenced in the inspection as part of the school’s calm feel. It is not a gimmick; it signals an intentional approach to transitions, which are a major part of primary life.

Leadership is currently led by Mrs Kerry Chadburn (Head Teacher). Public sources accessed for this review confirm the head’s name, but do not clearly state a start date or appointment year.

The academy is part of Flying High Trust, which is a meaningful piece of context. Trust membership can shape curriculum resources, staff development, and the pace of school improvement, even when the day-to-day experience still feels very local.

KS2 results are a clear strength, and the detail matters.

In 2024, 85% of pupils met the expected standard in reading, writing and mathematics combined, compared with an England average of 62%. At the higher standard, 32.33% reached greater depth in reading, writing and mathematics, compared with an England average of 8%. Science outcomes are also strong, with 83% meeting the expected standard compared with an England benchmark of 82%.

The underlying measures support the headline picture. Reading and mathematics scaled scores were 107 and 108 respectively, with a combined reading, GPS and maths score of 322.

For families using rankings to orient themselves, the school’s position is also clear: ranked 2,827th in England and 3rd in Mansfield for primary outcomes (FindMySchool ranking, based on official data). That equates to performance above England average, placing it comfortably within the top 25% of primary schools in England.

If you are comparing several Mansfield primaries, the FindMySchool Local Hub and Comparison Tool is a practical way to view these outcomes side-by-side, rather than trying to reconcile different reporting formats across school websites.

Reading sits high on the priority list, and the approach is structured. The most recent inspection describes leaders introducing a new phonics programme at the start of the academic year, with staff applying the approach consistently and reading beginning as soon as pupils enter Reception. The report also flags a specific improvement point, ensuring every pupil’s book is precisely matched to the sounds they know, with Year 2 highlighted as an area where matching was not always tight enough at the time. For parents, this is helpful because it is concrete. It is about implementation detail, not a vague “raise standards” message.

Mathematics is described as well taught, including in the early years, supported by a clear plan that sets out the learning steps and the teaching moves needed to get pupils there. Teachers check understanding frequently and pupils are described as using correct mathematical vocabulary. For children, that usually translates into lessons that build logically and revisit earlier content, rather than jumping around.

Across the wider curriculum, the same inspection suggests a mix. Some subjects are planned and sequenced in detail; others were still being developed into a fully specified progression model, even though national curriculum coverage was in place. This matters because curriculum detail is what drives consistency when staff change or when different classes cover the same topic in different ways.

Support for pupils with special educational needs and disabilities is described as integrated into classroom teaching, with practical strategies and equipment adjustments helping pupils learn well alongside classmates.

As a primary school, the next destination question is mainly about transition to secondary at age 11, plus the immediate “moving up” pathway from nursery into Reception.

Nursery attendance does not guarantee a Reception place. Reception admissions are handled through the Nottinghamshire coordinated process, so even children already settled in nursery still need a separate application at the correct time. In practice, families often find this the single most important detail to understand early, because it affects childcare planning and expectations.

For secondary transfer after Year 6, families apply through the local authority coordinated process for Year 7. The school’s published admissions page signposts the key dates for the September 2026 secondary transfer cycle, but specific destination schools are not listed as standard “feeder” routes in the sources reviewed. In Nottinghamshire, the right shortlist depends heavily on catchments, travel time, and any selective routes a family is considering. For that reason, it is sensible to treat Year 5 as the year to start mapping likely options and transport patterns, rather than leaving it until the Year 6 deadline.

Reception entry is competitive, based on available demand data. In the most recent admissions dataset provided for this review, there were 90 applications for 35 offers for the relevant entry route, a ratio of 2.57 applications per place, and the school is recorded as oversubscribed.

Because oversubscription is common, it is worth treating admissions as a process rather than a single form. The key practical steps are: understand the oversubscription criteria, submit on time, and use all preferences intelligently rather than “pinning hopes” on one option.

The school publishes the Reception timeline for September 2026 entry. The key dates shown are: applications opening on Monday 3 November 2025, the deadline Thursday 15 January 2026, and National Offer Day Thursday 16 April 2026. Appeals deadlines and hearing windows are also set out.

If you are trying to judge how realistic an application is, the FindMySchool Map Search is useful for checking your home-to-school distance, especially where distance is a tie-breaker in admissions. (This review cannot state a last distance offered figure because no official distance value was provided for the most recent cycle.)

The pastoral systems described in the latest inspection are practical rather than performative. Pupils know where to take worries, staff follow up, and children report that bullying is rare and would be dealt with if it occurred. That is an important distinction for parents, because it points to a culture of reporting and response, not just a policy.

Safeguarding practice is described as effective, with staff training that is kept live through refreshers and regular briefings. The inspection also highlights an awareness of local contextual risks, which is often a marker that safeguarding is treated as a living system rather than a compliance folder.

Play and enrichment are unusually specific here, which helps parents understand what children actually do.

Outdoor play is structured through OPAL (Outdoor Play and Learning). The school describes loose-parts play, den-building zones, mud kitchens and water-play areas, role-play stations, quiet outdoor zones for reading and drawing, and a pond area for nature-led learning. It also references a Golden Wellie Award linked to a play charter. The implication is that breaktimes are treated as a learning environment, not just “time off”, which can be especially positive for children who struggle to organise play independently.

Pupil leadership is also explicit. Sports Leaders are trained through the Mini Medics programme and work towards a Mini Sports Leader Award, then support playground activity and festivals. In primary settings, this kind of structured responsibility often improves inclusion, since games are organised and younger pupils have accessible entry points.

On the arts side, the most recent inspection refers to choir, cookery, after-school clubs, and an unusual partnership element: Royal Ballet sessions and a live performance experience. It also references community-facing work, such as Year 6 poetry about the Second World War being available in the local public library, and a Year 4 mosaic intended for public display. These are strong examples of learning with an audience, which typically raises standards and confidence.

The school publishes clear timings, including wraparound. Breakfast club runs from 7:30am to 8:45am (with a last drop-off of 8:20am), and after-school club runs from 3:15pm to 5:30pm. The school day timings shown for pupils in Reception to Year 6 are 8:45am to 3:15pm.

Pricing is published for wraparound. Breakfast club is £3.00 per session, and after-school is £3.25 for collection before 4:00pm or £6.50 for the full session to 5:30pm, with a 50% discount referenced for children eligible for free school meals.

For nursery provision (age 3 to 4), the school sets out session structures and confirms that funded hours apply, including 15 hours for all 3 to 4 year olds and 30 hours for eligible working families. For nursery fees beyond funded entitlement, families should use the school’s nursery admissions information directly, as amounts can change and this review does not publish nursery fee figures.

On transport, the school serves local families in the Ladybrook area of Mansfield, and the practical reality for most families is a walking route or short drive. Specific public transport routes and parking arrangements were not set out in the sources reviewed, so it is worth checking live travel time at drop-off and pick-up hours before committing.

• Oversubscription pressure. With 2.57 applications per place in the most recent admissions data for the entry route, competition is real. Families should plan a sensible set of preferences and avoid relying on one school only.

• Curriculum development still matters. The latest inspection highlights that while some subjects were sequenced in detail, others were still being built into a fully planned model. For some families, that is neutral; for others who prioritise curriculum consistency across every subject, it is a point to explore on a tour.

• Nursery does not guarantee Reception. This catches families out every year. Nursery can be an excellent start, but it is not an automatic pathway into Reception, so the application deadline matters.

• Wraparound costs add up. Breakfast and after-school clubs are well defined and can be very helpful, but frequent use becomes a material monthly cost. It is worth pricing this into the household budget early.

The Flying High Academy combines a calm culture with strong KS2 outcomes, and it has several distinctive features that go beyond generic “primary extras”, including OPAL play, structured pupil leadership, and meaningful community-facing projects. The most recent inspection supports the picture of a safe, orderly setting where pupils like learning.

Best suited to families who want a structured, settled primary experience and who value strong attainment alongside a purposeful approach to wellbeing. The primary challenge is securing a place in an oversubscribed context.