Mulberry West St Leonards Primary

A large, mixed primary in West St Leonards with a clear focus on getting pupils ready for the next step, both academically and socially. The academy sits within the University of Brighton Academies Trust and, in its most recent published inspection outcome, continued to be judged Good.

Headline performance is mixed. In the 2025 dataset, 60% of pupils met the expected standard in reading, writing and mathematics combined. At the higher standard, 10% reached greater depth, while subject-level high-score figures were stronger in reading, maths and grammar, punctuation and spelling.

Admissions demand is real. For Reception entry, 99 applications were made for 57 offers in the most recent admissions data, around 1.74 applications per place, so it is oversubscribed rather than borderline.

The tone is purposeful and structured, with pupils expected to work hard and to take increasing responsibility as they move up the school. In the most recent inspection report, pupils said teachers make them work hard and are available when problems arise, and pupils also described a calm culture where serious friendship issues are uncommon and dealt with early.

Inclusion is not treated as a bolt-on. The academy includes a specially resourced provision for pupils with SEND, referred to as the facility in official documentation, with places for up to 12 pupils and a model that combines specialist teaching and time in mainstream classes. This matters for families seeking a mainstream primary that has some established infrastructure for physical disability and moderate learning difficulties, while still retaining a whole-school identity.

Leadership is stable and identifiable. The principal is Mr D O’Regan, supported by a vice principal and assistant principals with defined remits including attendance and inclusion. The most recent inspection notes that both the principal and vice principal appointments were made in 2020, which helps explain the emphasis on new energy and rebuilding leadership capacity across phases.

The academy’s Key Stage 2 outcomes in the 2025 dataset are best read as mixed overall, with 60% meeting the combined expected standard and some stronger subject-level high-score measures.

• Expected standard in reading, writing and mathematics combined: 60%.

• Higher standard in reading, writing and mathematics combined: 10%.

• Reading scaled score: 104; mathematics scaled score: 104; grammar, punctuation and spelling scaled score: 105.

FindMySchool’s 2025 primary academic ranking places the academy 8,912th out of 14,978 schools in England. The St Leonards-on-Sea local hub lists it 2nd locally, with an overall England rank of 3,931st out of 14,978 schools. This sort of pattern often appears when cohorts vary year to year, or when one measure captures a different blend of attainment and distribution than the headline combined threshold.

Reading is treated as a whole-school priority. The inspection narrative highlights pupils enjoying reading, and even names a reading dog, Dave, as part of the school’s culture around reading. Beyond the charm, it signals that reading is visible and intentionally promoted.

Mathematics comes through as a practical strength. The inspection evidence points to resources being used well so pupils can build conceptual understanding and solve problems with growing confidence, including in Reception and within the specially resourced provision.

Early reading is also the clearest improvement priority. The same inspection identifies that phonics delivery was not consistently strong across all staff and called for urgent training and consistency, rather than waiting for a future scheme change. For parents of Reception and Year 1 pupils, this is the single most relevant developmental point to probe at an open event or meeting, specifically what training, coaching and monitoring now looks like, and how the school checks fidelity in every class.

As a state primary, most pupils move into local secondary provision in East Sussex at the end of Year 6. The most useful practical step is to look at the current East Sussex transfer options that apply to your address and any priority rules, because secondary destinations can vary quite sharply by precise location.

If you are trying to understand typical patterns, the academy’s wider trust context includes a local secondary presence, but families should still base decisions on East Sussex admissions criteria and travel practicality, rather than informal assumptions.

Reception applications are made through East Sussex County Council using the coordinated process, not directly to the academy. For September 2027 entry, the current admissions route gives September 2026 as the application-opening period, with applications closing on 15 January 2027 and national offer day listed as 16 April 2027.

Oversubscription is not theoretical. The most recent admissions figures provided show 99 applications for 57 offers, and the subscription ratio indicates around 1.74 applications per place.

A practical move for shortlisting is to use FindMySchool’s Map Search to measure your home-to-gate distance precisely, then compare it with allocation outcomes for nearby schools year by year, since small differences can matter where demand is high.

Safeguarding is described as effective in the most recent published inspection, with a strong culture of keeping pupils safe and leadership capacity strengthened through the appointment of a non-teaching safeguarding officer.

Day-to-day behaviour is described as calm and learning-focused, with pupils themselves disapproving of disruption because it gets in the way of learning. The inspection narrative also highlights peer mediators and other responsibility roles as part of how the school builds social problem-solving and reduces escalation.

The co-curricular offer has some specific, concrete strands rather than generic claims.

Forest school is explicitly referenced as part of the pupil experience, alongside environmental leadership via eco warriors, which will appeal to children who learn best through practical, outdoor activity and projects with real purpose.

On the sports side, the published club timetable includes KS1 football and KS1 multi-sports, plus KS2 football, tennis, badminton and multi-sports, which provides a straightforward weekly structure for families who want routine rather than a constantly changing menu.

Wraparound is also structured and priced. Breakfast club runs from 7:45am on weekdays, and after-school club offers two session lengths running from 3:00pm to either 4:30pm or 5:45pm, with a snack and a mix of games, quiet space and online learning platforms.

The school day opens at 8:30am, with registration from 8:30am to 8:40am. The published end time is 3:00pm for EYFS and KS1, and 3:00pm for KS2, with a later afternoon registration point for KS2.

Wraparound care is available through breakfast club from 7:45am and after-school club until 5:45pm on the longer option, with bookings typically required in advance.

For travel, the most evidence-based point the academy publishes is its attention to safe arrival and collection for pupils with disabilities, including reviewing site access and parking arrangements, which is relevant for families who drive at peak times.

• Leadership capacity and consistency in early reading. The most recent inspection flagged uneven phonics delivery and asked for urgent action, so it is worth asking exactly how phonics is trained, coached and quality-assured now.

• Performance is mixed across measures. In the 2025 dataset, 60% met the combined expected standard, while FindMySchool ranks the academy 8,912th out of 14,978 for primary academic outcomes and 2nd in the St Leonards-on-Sea local hub. Families should look at several years of trend and cohort context when they can.

• Oversubscription. With 99 Reception applications for 57 offers, admission can be the limiting factor; make sure you understand the East Sussex criteria that apply to your address and any sibling rules.

• Specialist resource provision is a strength, but it is specific. The facility model and capacity are defined; families should ask whether it matches their child’s needs and how integration into mainstream works in practice.

A large, structured primary with a clearly signposted leadership team, a visible inclusion strand, and wraparound provision that is practical for working families. In the 2025 dataset, 60% met the combined expected standard at Key Stage 2, while FindMySchool ranks the academy 8,912th out of 14,978 for primary academic outcomes and 2nd in the St Leonards-on-Sea local hub. Best suited to families who want a mainstream state primary with established safeguarding culture and defined pastoral structures, and who value predictable wraparound options. Admission is the obstacle more than the day-to-day offer.