Seaton Primary School

Inspection of Seaton Primary School Valley View, Seaton, Devon EX12 2HF

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Outstanding

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Overall effectiveness Good

This school was last inspected under section 5 of the Education Act 2005 12 years ago and judged ‘Outstanding’ under a previous inspection framework. This reflected the school’s overall effectiveness under the inspection framework in use at the time. From then until November 2020, the school was exempted by law from routine inspection, so there has been a longer gap than usual between graded inspections under section 5 of the Act. Judgements in this report are based on the current inspection framework and also reflect changes that may have happened at any point since the last graded inspection. 11 and 12 June 2024

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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.

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What is it like to attend this school?

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.

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What is it like to attend this school?

Pupils benefit 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.

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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.

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better?

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.

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better?

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. 11 and 12 June 2024

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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.

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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.

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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.

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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.

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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.

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Safeguarding

The arrangements for safeguarding are effective.

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(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. 11 and 12 June 2024

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 11 and 12 June 2024

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 7 and 8 March 2020, under section 5 of the Education Act 2005

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Information about this school

 The headteacher joined the school in September 2021.  The school does not use any alternative provision.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

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Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school's education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  The inspectors spoke with school leaders, staff, parents, pupils, governors and a representative from the local authority.  The inspectors carried out deep dives in these subjects: early reading, mathematics, science and geography. For each deep dive, the inspectors 11 and 12 June 2024

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discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. The inspectors also spoke to leaders and pupils about the curriculum in some other subjects.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The lead inspector listened to pupils read to a trusted adult.  The inspectors observed pupils’ behaviour in lessons and around the school site. Additionally, the inspectors spoke to pupils to discuss their views about the school.  The inspectors considered responses to Ofsted Parent View, Ofsted’s online survey for parents. The inspectors considered comments made by parents online

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during the inspection and met with some parents at the start of each day. The inspectors also considered responses to Ofsted’s online survey for pupils and staff.

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Inspection team

Esther Best, lead inspector His Majesty's Inspector

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Inspection team

Sara Berry His Majesty's Inspector 11 and 12 June 2024

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for children looked after, safeguarding and child protection.

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