Bilingual Primary School - Brighton & Hove

Bilingual Primary School is a larger-than-average single-academy-trust primary in Hove. Inspectors found it meeting expected standards in most areas, with safeguarding met. Pupils achieve well: national outcomes in reading, writing and mathematics, phonics and the multiplication tables check are in line with or above national averages, including for disadvantaged pupils. The distinctive bilingual curriculum is a clear strength, and provision for pupils with SEND, the early years and inclusion is strong.

Strengths

• Pupils achieve well across the school, with outcomes above national averages in reading, writing and mathematics.
• Pupils make secure progress from their starting points, including disadvantaged pupils and pupils with SEND.
• Reading is prioritised and phonics is taught accurately.
• Pupils learn effectively in both English and Spanish and can recall and explain learning in either language.
• Leaders have created a well-sequenced bilingual curriculum with clear end points.
• Teachers check understanding and adapt teaching when misconceptions arise.
• Staff use visual aids, images and symbols effectively to clarify concepts and vocabulary.
• Pupils with SEND receive appropriate adaptations, including targeted resources, pre-teaching and inclusive strategies.
• The early years environment is thoughtfully organised and staff know children's starting points well.
• Early years staff prioritise language development and design purposeful learning activities.
• The school has an inclusive culture and pupils with additional needs participate fully.
• Leaders track progress closely and adapt interventions, including pupil premium-funded provision.
• Personal development is coherent and suitably sequenced, with a rich wider curriculum.
• Pupils take part in community events, leadership roles, clubs and fundraising.
• Pastoral support is broad, including therapeutic dogs.
• Leaders support staff workload and wellbeing, and staff feel valued.
• Pupils feel safe, relationships are warm, and bullying is rare and dealt with quickly.
• Safeguarding standards are met.

Areas for Improvement

• Low-level disruption and off-task behaviour interrupt learning for too many pupils.
• Staff apply routines and strategies to manage behaviour inconsistently.
• Leaders have not acted with enough urgency or precision to improve behaviour for learning.
• Expectations of pupils' behaviour and attitudes to learning are not consistently high enough.
• Governors' understanding of the school's weaknesses in behaviour is not accurate.
• A small number of pupils, particularly disadvantaged pupils, still need support to attend school more regularly.
• Some pupils' handwriting is not as fluent or consistent as leaders expect, and improvement work is at an early stage.
• Not all opportunities to deepen and extend early years children's writing are maximised.
• Some pupils struggle to recall all of the school's values.

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 Bilingual Primary School - Brighton & Hove attended 95.1% of sessions (the national figure for primary schools was 94.8%). 11.5% 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, 0.3% of pupils at Bilingual Primary School - Brighton & Hove 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 Bilingual Primary School - Brighton & Hove had 23.3 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 13.4% 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, 12.9% of pupils at Bilingual Primary School - Brighton & Hove were on SEN support (nationally 15.4%) and 1.5% 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 2024–25 Bilingual Primary School - Brighton & Hove received £6,069 and spent £6,050 for each of its 598 pupils. It ended the year with reserves of £749,000 (£1,253 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). Academy figures include a share of the trust's central services, shared out by pupil numbers, and are rounded to the nearest £1,000. Premises costs were defined differently from 2024, so compare them across that gap with care.

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What is Bilingual Primary School - Brighton & Hove's Ofsted rating?

The latest Ofsted rating for Bilingual Primary School - Brighton & Hove is Needs attention, from an inspection in July 2026.

When was Bilingual Primary School - Brighton & Hove last inspected by Ofsted?

Bilingual Primary School - Brighton & Hove was last inspected in July 2026.

How many pupils does Bilingual Primary School - Brighton & Hove have?

Bilingual Primary School - Brighton & Hove has 614 pupils on roll.

What age range does Bilingual Primary School - Brighton & Hove cover?

Bilingual Primary School - Brighton & Hove for pupils aged 4 to 11.

What are Bilingual Primary School - Brighton & Hove's SATs (KS2) results?

In 2025, 76% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Bilingual Primary School - Brighton & Hove?

Bilingual Primary School - Brighton & Hove is at The Droveway, Hove, Brighton and Hove, East Sussex, BN3 7QA.