Seal Primary Academy

Highlights from Latest Inspection

Outcome

Seal Primary Academy continues to be a good school.

The headteacher of this school is Melanie Strachan. This school is part of The Kemnal Academies Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Karen Roberts, and overseen by a board of trustees, chaired by Gaenor Bagley.

What is it like to attend this school?

Pupils in this highly ambitious school are taught to 'aspire, believe and achieve'. Through opportunities such as the sports education and leadership squad (SEALS), pupils learn how to contribute positively to the school community. The SEALS organise equipment at lunchtimes and inv...olve other pupils in games to develop their agility, balance and coordination.

Pupils play well together, treating each other kindly and saying: 'If someone hasn't got a smile today, give them one of yours.'

Pupils behave exceptionally well. The school has created an ethos where pupils feel safe and supported so they can focus on their learning.

They know the staff are alert to their individual circumstances and will help them with any worries. Staff have high expectations for behaviour, and, in turn, pupils focus well on lessons and around school, showing respect and appreciation at all times.

Staff work together highly effectively to achieve their shared vision of all pupils attaining highly and being successful.

As one parent put it: 'The enthusiasm of the staff is inspiring, and our children run into school each day with a huge smile on their faces and come home full of excitement about their days and what they've been doing.'

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

The school has worked tirelessly to ensure all curriculum subjects follow a logical and coherent sequence so that pupils' knowledge and skills build securely over time. The school ambitiously tailors the curriculum, so it has local relevance for pupils.

For example, they learn about the rich history of smuggling in the area, the coastal erosion of Selsey beach and the rescue work of the Royal National Lifeboat Institution volunteer crews.

The school puts reading at the heart of the curriculum. Reading and writing are taught side by side.

Pupils quickly become confident readers. Staff ensure that pupils have daily opportunities to practise reading using books that are matched to the sounds that they know. Those who fall behind get tailored and rigorous support which helps them to improve quickly.

Consequently, these pupils read well and are delighted with their progress. Their sense of achievement motivates them to build reading stamina, and they develop a tangible love of reading. The systematic approach to the reading curriculum continues into key stage 2.

Pupils concentrate deeply while reading independently, enjoying analysing the way language is used in different kinds of books.

Across the whole curriculum, teachers present information clearly, breaking learning down into smaller steps. They model new concepts and use resources to help pupils understand unfamiliar ideas.

Teachers plan opportunities for rich discussions about the curriculum, modelling the use of language and helping pupils to practise new subject-specific vocabulary. For example, in history, Year 6 pupils use photographic evidence of the blitz in World War Two to discuss the political motivation for wartime propaganda. Staff adapt the way they teach so all pupils, including those with special educational needs and/or disabilities, learn the same curriculum as their peers.

Some curriculum areas are not as well established as others, and here, the activities teachers use do not always help pupils understand and remember what they are learning.

Assessment is used effectively to identify curriculum areas where pupils' understanding is not as strong as it could be. Frequent opportunities to revisit essential learning are included in planning, so gaps are closed and pupils' understanding builds on secure foundations.

In the Reception Year, children practise new learning through carefully planned activities. Older pupils also assess their own achievement regularly as they practise key knowledge and skills in daily arithmetic quizzes.

The school offers many wider development and character-building opportunities.

For example, all pupils learn the 'wild beach' curriculum. They are taught to gauge how fast the tide is coming in, build shelters and respect water safety. Through this, pupils learn about problem-solving, teamwork and resilience.

They are taught how to stay safe on the internet, knowing never to share aspects of their personal identity. Pupils learn how to look after their emotional and physical health. They learn about different religions, families and relationships, building respect and tolerance of others' beliefs.

There are many clubs for pupils to attend to develop new interests and friendships.

Trustees hold the school to account effectively. Local governors understand the scope of their roles within the trust.

They support the school well in realising their ambitious shared vision of providing the very best education for every pupil.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some less-well-established subjects, activities in lessons do not always help pupils understand and remember the curriculum.

As a result, pupils do not attain as well in these subjects as they could. The school should continue to support staff so they consistently provide pupils with work that helps them achieve the ambitious aims of the curriculum.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good in April 2018.

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