Seaton Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Seaton Primary School is a happy place to be.

The motto 'proud of who we are' permeates through the school. Pupils are polite, well-mannered and considerate of others. They learn about and celebrate difference to ensure everyone is included.

Pupils are keen to come to school and attend well.

The school has high expectations for all pupils to succeed. Through an ambitious curriculum, pupils learn well.

This begins in the early years where children get off to a strong start. Across the school, staff build positive relationships with pupils. This helps pupils feel safe.

They know they can rely on staff to look after them.

Pupils benefi...t from a wide range of experiences. Visits are carefully planned to enhance the curriculum.

For example, in science, pupils visit the 'Norman Lockyer Observatory' to enrich their understanding of space. Pupils share that residentials help to develop their independence and face their fears, such as heights. They know they make a difference to their school.

Pupils are keen to take on leadership roles such as school councillors and Reception buddies. The school is part of the Seaton community. For example, pupils read to members of the community in the local café.

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

Leaders have taken steps to develop the curriculum to help pupils learn successfully. The school is ambitious for pupils. Across most subjects, the knowledge pupils need to know and remember is sequenced progressively.

This ensures pupils build their knowledge based on what they know and remember. The intent 'low floor, high ceiling' is realised for pupils, including those with special educational needs and/or disabilities (SEND). Pupils with SEND are well supported to learn the curriculum successfully alongside their peers.

Where subjects are well established, the precise smaller steps of knowledge pupils need are identified. Staff know the curriculum well. They are clear how prior learning prepares pupils for future learning.

However, in a small minority of subjects, the knowledge pupils need to learn is not as precise. As a result, some pupils are not learning these subjects as well.

To support the teaching of the curriculum, the school has worked on the pedagogical approach to learning.

Pupils secure their knowledge into long-term memory through the use of recall, such as 'fluent in 5' for mathematics. This helps pupils build their knowledge securely. Teachers use assessment to identify and support misconceptions.

Within the small minority of subjects in need of further development, assessment is not yet precise in identifying what pupils know and remember. While the curriculum lacks precision, assessment does not fully match the intended curriculum. As a result, some pupils have gaps in their knowledge.

Reading is at the heart of the curriculum. Books are used across subjects to enhance learning. Pupils are exposed to a wide range of texts, including those that promote their understanding of diversity.

For example, pupils read 'Can You See Me?' to understand more about autism. The school supports pupils to learn to read well. Assessment is used to identify and support pupils to catch up.

Most pupils read books that match the sounds they know. This helps them to become confident and fluent readers.

Children in early years settle well.

The school prioritises a smooth transition for children when they start in Reception Year. This is valued by parents. Children are provided with learning opportunities that promote curiosity and deepen understanding.

The language that staff want children to develop is identified and sequenced well. This helps children to build their knowledge securely. For example, children use magnets in the sand tray to support their understanding of materials.

Pupils demonstrate positive behaviour and attitudes towards their learning. They know the school routines well. Pupils are clear how the school values help them, such as 'be respectful' and 'be the best you can be'.

This extends to social times where pupils are calm and play together well.

The development of pupils beyond the academic is promoted well. Pupils have opportunities to take part in drama productions and concerts to develop their talents and interests.'

The woods' is a special place valued by pupils. Regular visits develop their understanding of nature and the wider world. The school provides high-quality pastoral support for pupils.

Pupils know how to look after their physical and mental health, including when online.

Staff value training to support their teaching of the curriculum. Governors have an accurate view of the school.

They know the school priorities. Together with the headteacher and staff, they are determined for pupils to succeed, especially those pupils who are disadvantaged.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small minority of subjects, the school has not identified the knowledge pupils need to learn with enough precision. As a result, some pupils have gaps in knowledge and so do not build on what they have learned before. The school must ensure the precise knowledge is identified within these subjects and assessment is used with rigour to check pupils are learning the curriculum well.

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