Queen's Park Primary School

Queen's Park Primary School is performing to the expected standard overall. Inspectors found a school where leaders have a secure understanding of strengths and priorities, staff know pupils and families well, and an inclusive, caring culture helps pupils feel safe and happy. Safeguarding standards are met. The school serves a relatively large, above-average-deprivation community, with a well-above-average proportion of pupils eligible for free school meals and a well-above-average proportion of pupils with SEN support, which provides important context for its work. Pupils benefit from a broad, well-sequenced curriculum, effective phonics and early reading teaching, a strong early years provision, and good pastoral care. Behaviour is generally positive, bullying is rare, and pupils take on leadership roles. Attendance systems are having an impact, with attendance improving and persistent absence falling, although attendance remains below national averages and persistent absence remains high. Pupils with SEND and disadvantaged pupils are well supported and progress well from their starting points. Published outcomes remain below national averages overall, and some older pupils are still catching up from weaker prior achievement. Leaders are focused on embedding high expectations and ensuring consistently high-quality teaching in all year groups and subjects, and on further improving attendance and persistent absence for vulnerable pupils. Despite these areas for development, current achievement is improving across year groups, with recent writing outcomes at the end of key stage 2 and disadvantaged pupils' outcomes in some measures showing clear improvement.

Strengths

• Broad and balanced curriculum with clear endpoints and well-sequenced subjects
• Effective phonics teaching that helps pupils read with increasing confidence and skill
• Strong early years provision where children get off to a flying start
• Inclusive approach with tailored support for pupils with SEND and disadvantaged pupils
• Pupils with SEND and disadvantaged pupils progress well from their starting points
• Effective attendance systems improving attendance and reducing persistent absence
• Pupils generally behave well and disruption to lessons is rare
• High-quality pastoral care supports pupils' emotional wellbeing and engagement
• Strong personal development and enrichment offer, including leadership opportunities
• Leaders and governors are ambitious and have a secure understanding of priorities
• Positive staff culture with professional development and wellbeing prioritised
• Safeguarding culture is open and all legal requirements are met

Areas for Improvement

• Published outcomes remain below national averages overall
• Some older pupils are still catching up from weaker achievement in previous years
• Attendance remains below the national average
• Persistent absence remains well above the national average
• Teaching is not yet consistently high quality in all year groups and subjects
• Leaders need to continue embedding high expectations for what pupils can achieve
• Persistent absence remains high for vulnerable pupils and needs further reduction

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Queen's Park Primary School attended 90.9% of sessions (the national figure for primary schools was 94.8%). 33.0% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 3.2% of pupils at Queen's Park Primary School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Queen's Park Primary School had 14.9 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 11.9% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 25.9% of pupils at Queen's Park Primary School were on SEN support (nationally 15.4%) and 5.2% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Queen's Park Primary School received £8,427 and spent £8,755 for each of its 286 pupils. It ended the year with a deficit of £52,000 (-£182 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

• Primary Schools
• Secondary Schools

All schools in Brighton · Brighton and Hove local authority: places and applications

What is Queen's Park Primary School's Ofsted rating?

The latest Ofsted rating for Queen's Park Primary School is Expected standard, from an inspection in September 2026.

When was Queen's Park Primary School last inspected by Ofsted?

Queen's Park Primary School was last inspected in September 2026.

How many pupils does Queen's Park Primary School have?

Queen's Park Primary School has 286 pupils on roll.

What age range does Queen's Park Primary School cover?

Queen's Park Primary School for pupils aged 4 to 11.

What are Queen's Park Primary School's SATs (KS2) results?

In 2025, 30% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Queen's Park Primary School?

Queen's Park Primary School is at Park Street, Brighton, East Sussex, BN2 0BN.