Pupils flourish at this exceptional school. There is a wealth of opportunity for pupils to develop their individual skills and talents. They enjoy learning to be the best they can be. The school’s values of teamwork, enthusiasm, celebration, perseverance, success, independence and respect are evident at every turn. These unite the entire community in a sense of common purpose. Everybody understands the school’s vision, and they are proud to play their part. The school’s culture is highly inclusive. Pupils talk maturely about how they celebrate difference and diversity. If pupils are unkind to each other, leaders address issues effectively, including by ensuring pupils understand why what they’ve done is wrong. As a result, pupils talk responsibly about how they manage their feelings and respond to friendship issues. Staff are committed to doing the best for each child. One parent told us, ‘They all seem to go way above and beyond what is required of them. You get the impression that they really care about what is best for each individual child.’ What does the school do well and what does it need to do better? Leaders demonstrate a relentless focus on improving the quality of education that pupils receive. There is no hint of complacency. They prioritise what is most important and act decisively. Their actions exemplify the trust’s values of excellence, integrity and innovation. Pupils know and remember an extraordinary amount of their previous learning. This is because the curriculum has been planned and resourced highly effectively. Leaders provide training, which means that teachers are experts in each subject they deliver. Teachers ask focused questions and adapt their teaching to pupils’ understanding. The early years curriculum is no different. Leaders and staff ensure that children have the best possible foundations to take them into Year 1 and beyond. Phonics is delivered effectively and with flawless consistency. Every adult teaching phonics is an expert in early reading because of the training they’ve received. As a result, pupils make excellent progress and develop strong reading routines. Phonics takes place daily for pupils in Reception to Year 3, during which time pupils demonstrate excitement about learning to read. This starts right away in the early years where children get off to a flying start from day one. The school’s approach is to help pupils keep up rather than catch up. If pupils do fall behind, they receive intensive support. Leaders are determined that pupils with special educational needs and/or disabilities (SEND) benefit from the full curriculum in all its richness. This starts by identifying Inspection report: Lindfield Primary Academy 12 and 13 October 2021 2 pupils’ needs accurately as early as possible and then providing the right tailored support. Teachers and teaching assistants have highly ambitious expectations of pupils with SEND. Learning is adapted so that they experience success and build independence. One pupil told us proudly: ‘I have dyslexia and they’ve helped me to learn in a way that really works.’ Leaders make sure that pupils’ personal development is a top priority. Participation in extra-curricular activities is exceptionally high. Leaders target opportunities so that they benefit those pupils who need it most, including disadvantaged pupils. Focused work with disadvantaged pupils has had an enormous impact on raising their expectations. This includes opportunities for early work experience in careers which interest them. One pupil even had an online meeting with a famous astronaut. In addition to a vast array of sports clubs, pupils enjoy opportunities such as choir, drama, construction, sewing and languages where they can develop their confidence and creativity. Trustees and the local board have helped make this a highly successful school. They review the work of the school and support leaders effectively. Staff and parents trust in the school’s leadership because they know that they always have children’s interests at heart.