Lethbridge Primary School Review 2026: High-performing town-centre primary with strong reading and maths

A primary that combines confident routines with ambitious outcomes. Lethbridge Primary School serves pupils aged 4 to 11 and operates at close to capacity, with 476 pupils on roll and a published capacity of 490.

The headline performance picture is unusually strong for a state primary. In 2024, 93% of pupils met the expected standard in reading, writing and maths combined, and 43% achieved the higher standard. Scaled scores were also high, with reading at 111, maths at 108, and grammar, punctuation and spelling at 111. This is a school where academic expectations translate into results.

Leadership is stable. Lisa Mayes is the headteacher, and she was described as newly appointed in the May 2017 inspection letter, indicating a tenure beginning around 2017.

For families, the main practical factor is demand. Reception entry runs through Swindon’s co-ordinated admissions system and the school has been oversubscribed in the latest available application data.

Lethbridge’s culture is built around explicit values and clear routines. The school sets a term-by-term values focus, rotating through Respect, Friendship, Tolerance, Courage, Responsibility and Honesty. These are not presented as abstract virtues; the school spells out what each value “looks like” and “sounds like”, and pupils are encouraged to notice and nominate peers who demonstrate them.

The tone this creates is purposeful. Pupils are expected to be courteous, well mannered, and ready to learn, and that expectation is reinforced through leadership roles and responsibility structures. The school highlights pupil leadership through roles such as school council, eco-committee, head pupils, playground buddies and reading ambassadors, which is a strong indicator that personal development is planned rather than incidental.

The school is part of The Blue Kite Academy Trust, which may matter to parents who value consistent policies and shared professional development across a trust network.

History also plays a part in the school’s identity. The wider Lethbridge Road school site has deep local roots, and the current primary was formed through an amalgamation of infant and junior provision that opened in September 2000, following reorganisation and substantial modification of older buildings. For families, that background often shows up in a site that has evolved over time rather than being a single modern build, with space used carefully.

This is a high-performing primary by national measures.

FindMySchool primary ranking

Ranked 441st in England and 1st in Swindon for primary outcomes (FindMySchool ranking based on official data). That places the school well above England average, within the top 10% of schools in England.

At Key Stage 2 in 2024:

• Expected standard (reading, writing and maths combined): 93%, compared with the England average of 62%.

• Higher standard (greater depth in reading, writing and maths): 43%, compared with the England average of 8%.

• Science expected standard: 99%, compared with the England average of 82%.

• Scaled scores: reading 111, maths 108, and grammar, punctuation and spelling 111 (total score 330).

The implication for families is straightforward. Pupils leaving Year 6 are likely to be well prepared for the academic demands of secondary school, especially in reading and mathematics, and a high proportion are reaching beyond the expected standard.

Parents comparing several strong primaries locally can use FindMySchool’s Local Hub pages and Comparison Tool to view these measures side by side.

Teaching and curriculum design are described as structured and sequenced. The curriculum is planned step by step from early years to Year 6, with the intention that pupils build knowledge cumulatively rather than encountering disconnected topics.

Reading is treated as a priority from the start. Reading begins in Reception and the phonics approach is described as improved, with regular checks on progress and books matched to the sounds pupils know. Older pupils are directed towards a wide range of books and texts, often linked to class topics, which supports both reading fluency and wider curriculum knowledge.

Mathematics is also presented as carefully planned. Early years focuses on firm foundations and structured activities; older pupils are expected to master concepts and apply them through problem solving, with teachers revisiting ideas to strengthen fluency and close gaps. The practical benefit for pupils is that confidence in number and method tends to translate into resilience when work becomes harder in upper Key Stage 2.

One area to watch is subject consistency beyond the core. External evaluation flagged that in some foundation subjects, leaders had not specified the precise knowledge pupils should remember, which can make it harder for pupils to retain key vocabulary and link learning across topics. For parents, the useful question is what has changed since that point, and how subject leaders ensure knowledge is revisited and embedded.

As a state primary, Lethbridge’s Year 6 cohort will typically transfer to a range of Swindon secondary schools via the local authority’s admissions process. The school’s curriculum narrative explicitly frames Key Stage 2 as preparation for secondary readiness in English, maths and science.

Transition quality matters because the academic profile here suggests many pupils will arrive at secondary school operating above age-related expectations. A strong handover, good study habits, and continued stretch in reading and mathematics are likely to be particularly important for pupils who have been working at higher standard by the end of Year 6.

Families planning ahead should consider secondary options early and match them to the child’s needs, including travel time, pastoral fit, and the breadth of subjects and enrichment available post-11.

Lethbridge is a state school, so there are no tuition fees. Entry is determined through the local authority’s co-ordinated admissions process for Reception.

For September 2026 entry in Swindon, the published co-ordinated timeline includes:

• Applications open from 01 September 2025

• Deadline for on-time applications: 15 January 2026

• Deadline for proof and address changes: 10 March 2026

• Offer day: 16 April 2026

• Deadline to accept: 30 April 2026

The school’s own admissions page also highlights mid-March as a change-of-address cut-off and repeats offer and acceptance dates. Where dates differ slightly, parents should follow the local authority’s timetable as the controlling schedule.

Demand is meaningful. The latest available Reception-route demand data shows 157 applications for 70 offers, with an oversubscribed status and an applications-to-offers ratio of 2.24. This suggests competition for places and a realistic possibility of not securing a first preference, even for families who apply on time.

Parents considering the school should use FindMySchool’s Map Search to check their precise distance and understand how distance-based allocation can play out in practice, noting that cut-offs can shift year to year.

Pastoral systems sit alongside academic ambition rather than competing with it. The school is clear that pupils should have trusted adults to share worries with, and it positions emotional regulation support as part of the overall offer, particularly for pupils who need extra help managing emotions.

Safeguarding culture is described as a whole-staff responsibility, reinforced through induction and clear procedures. For families, the practical signal to look for is whether staff communication, behaviour expectations, and pupil voice are consistent, particularly at times of stress such as transition points and assessments.

Support for pupils with special educational needs and disabilities is described as planned with precision, with pupils supported to learn the same ambitious curriculum as peers and given clear targets.

Enrichment is used to broaden experience and deepen engagement, rather than functioning as an optional extra. The school highlights themed learning, including dedicated science, technology, engineering and mathematics weeks. That matters because high attainment is easier to sustain when pupils see learning as connected and relevant, not simply as preparation for tests.

Arts exposure is also explicit. The school has referenced visits such as a trip to the Royal Ballet in London, which indicates an approach that uses cultural experiences to build aspiration and vocabulary, particularly helpful for pupils who may not otherwise access these opportunities.

Day-to-day enrichment also appears in the school’s own description of its curriculum as including elements such as guided reading, ballet lessons, nurture group provision, and structured outdoor activity (including “welly walks”). The implication for families is that the offer is designed to support both academic development and broader confidence, particularly for children who learn best through a mix of classroom and practical experiences.

After-school clubs are offered for Years 1 to 6 and are communicated termly, with some clubs run by external providers and some by school staff. Parents should note that these clubs are positioned as enrichment rather than childcare cover, because they may not run every week.

Start and finish times are published clearly by phase. The day starts at 08:40 for Years 3 to 6, and 08:45 for Key Stage 1 and early years. Finish times are 15:15 for Years 3 to 6 and 15:10 for Key Stage 1 and early years, with earlier finish times on Fridays.

Wraparound childcare is available on site through an external provider. Breakfast club runs from 07:45 and after-school childcare runs until 18:00 on weekdays during term time.

Drop-off and pick-up logistics deserve attention. The school has published guidance acknowledging local parking constraints and encourages families who drive to use a “5 minute walk zone” approach to reduce congestion close to the school. Parents who will commute by car should factor this into daily planning.

• Competition for Reception places. With 157 applications for 70 offers in the latest available admissions data, demand is higher than supply. Families should apply on time and consider realistic back-up preferences.

• Foundation-subject consistency. External evaluation noted that in some subjects, pupils were not consistently retaining key vocabulary and knowledge across topics. Families may want to ask how subject leaders have tightened sequencing and retrieval since then.

• Friday finish times. Earlier Friday finishes can be a practical challenge for working families, even with wraparound options. Check how this aligns with your childcare plan.

• Drop-off congestion. The school has published parking and congestion guidance, suggesting this is an active operational issue. If your routine depends on driving close to the gate, plan alternatives.

Lethbridge Primary School combines a clear values-led culture with exceptional Key Stage 2 outcomes and strong emphasis on reading and mathematics. The school’s results place it among the stronger primaries in England, and its enrichment programme adds breadth through structured STEM focus and cultural experiences.

Best suited to families seeking a high-expectations state primary with explicit values and a track record of very strong attainment. The main challenge is admission, because demand exceeds available places.