New Seaham Academy

Highlights from Latest Inspection

What is it like to attend this school?

Leaders at New Seaham Academy have a strong vision for the academic and personal development of their pupils.

They are committed to giving pupils a wealth of experiences. Due to a lengthened school day, all pupils benefit from an impressive range of lessons as part of their curriculum. All pupils participate in mindfulness, forestry school, singing and an exciting range of sports, among other lessons.

Pupils develop leadership skills and a deep understanding of responsibility. Older pupils organise and run extra-curricular clubs for younger children. Older pupils enjoy undertaking positions of responsibility around school.

Pupils agree that bullying does not ...happen here. Pupils at this school understand what bullying is. They know it is not acceptable.

If anyone were to be unkind, pupils believe that teachers would deal with this effectively. Pupils cooperate and play together happily. At social times, pupils enjoy chatting, drawing and reading in the playground.

Leaders have high expectations of pupils' achievement and behaviour. Pupils are proud of their achievements and want to excel. They enjoy the challenges that school offers them.

Strong relationships between pupils and staff are evident across the school. Children in Reception settle quickly and enjoy learning.

What does the school do well and what does it need to do better?

Leaders are ambitious for what they want pupils to learn across the curriculum.

For example, pupils in key stage 2 learn to play numerous musical instruments. They recall French vocabulary with enthusiasm. Leaders have thought carefully how pupils will learn about sculpture in art.

Leaders have prioritised vocabulary in their planning. In some subjects, key knowledge is very carefully mapped out. Leaders have decided precisely what they want pupils to know.

This is done more effectively in some subjects than in others.

Leaders make sure that teachers have strong subject knowledge through ongoing training. This means that explanations in lessons are clear.

Teachers use questioning skilfully to identify gaps in pupils' understanding. Those gaps are closed quickly. Teachers insist that pupils participate in lessons.

They make sure that everyone is included. Pupils with special educational needs and/or disabilities (SEND) are supported in lessons so they can achieve along with their peers.

Leaders recognise that reading underpins children's education.

They have ensured that early reading is prioritised. Staff are well trained to make sure they teach reading effectively. Pupils benefit from strong phonics teaching.

They learn the basics of reading quickly. Teachers ensure pupils have lots of chances to practise their reading. Pupils who struggle with reading are supported to catch up quickly.

Leaders are creative about how they inspire pupils to read for pleasure. The reading throne is a popular addition to reading assemblies. Pupils enjoy the chance to lead these assemblies and read to their peers.

Pupils can read to the school dog in the reading corner of their classroom. Pupils talk with enthusiasm about the stories their teachers read to them.

Pupils behave very well in school.

In classrooms, they are keen to learn. They enjoy participating in lessons. Lessons are not disrupted by behaviour.

Even the youngest children understand what adults expect. Children in Reception benefit from these high expectations. They already follow clear routines.

Adults encourage children to be independent. Adults plan carefully how to prepare children for moving into key stage 1.

Leaders' commitment to the development of children beyond their academic subjects is exceptional.

The range of enrichment and leadership opportunities are designed to ensure pupils have the best possible chance to succeed in life. Leaders ensure that pupils learn about diversity and healthy relationships through their spiritual, moral, social and cultural (SMSC) lessons. The SMSC curriculum covers a range of topics that ensure that pupils understand how to be respectful and responsible citizens.

Pupils talk maturely about respect and tolerance. They celebrate difference. Pupils routinely volunteer to lead assemblies on topics that are important to them.

Leaders at all levels are passionate about providing pupils with the best experiences. Leaders make sure that staff have access to ongoing training and support. Staff feel well supported working here.

They feel that leaders are willing to listen. However, some parents do not share this view. Some parents feel that it is difficult to communicate with school.

Safeguarding

The arrangements for safeguarding are effective.

Pupils have trusted adults in school. Pupils are confident to share any concerns or worries with adults.

Staff undergo regular training and updates to ensure they are well informed about safeguarding issues. Staff are aware of the risks that pupils might face. Staff are clear about what they should look out for and report.

They know the system for logging their concerns. Pupils feel safe in school. Leaders ensure that pupils learn how to keep themselves safe, particularly online.

When concerns are raised, leaders seek external guidance to make sure that the right action is taken to keep pupils safe. Leaders carry out robust checks on the adults who work in school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some parents do not feel communication with school is effective.

They do not feel that there are avenues to express any concerns they may have. Leaders should ensure that effective systems are in place for communication with parents. ? In some subjects, key knowledge is not mapped out as clearly as in other subjects.

Teachers, therefore, cannot highlight this effectively and some pupils do not retain these important facts or concepts. As a result, it is more difficult for pupils to build on prior learning in these subjects. Leaders should ensure that the strength seen in some curriculum areas is in place across all subject areas.