Seadown School

Inspection of Seadown School Seadown House, 1a Farncombe Road, Worthing, West Sussex BN11 2BE

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good Overall effectiveness at previous inspection Good

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Overall effectiveness Good

Does the school meet the independent school standards?

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What is it like to attend this school?

Pupils feel safe, secure and well supported at this school. There is a real community atmosphere. Pupils are confident that staff aspire for them to achieve their very best. The school wants to ensure that pupils have every opportunity to be successful when they leave.

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What is it like to attend this school?

Strong relationships and high levels of mutual respect permeate throughout the school. These are based on a real understanding of the pupils and their needs. Pupils encourage each other when taking part in group conversations. They demonstrate high levels of self-awareness about the possible impact of their actions on others. Pupils conduct themselves exceptionally well when in public spaces. They use community facilities safely to support their learning. For example, when walking to and from the seafront to complete their daily mile, pupils walk sensibly and safely with very few reminders from adults.

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What is it like to attend this school?

All pupils benefit from numerous opportunities that enrich their learning. Regular trips such as to the local park, the library and museums enhance the curriculum. Furthermore, a wide variety of opportunities such as overnight camping, therapy dog sessions, dance workshops and horse riding develop pupils’ ability to self- regulate. Pupils are supported to build high levels of independence and strong organisational skills in readiness for their future.

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better?

A strong curriculum to develop pupils’ social and emotional needs is at the heart of this school’s work. This is supported by carefully constructed subject-specific learning where the curriculum sets out precisely the important knowledge and skills that pupils must learn. These build in a sensible order over time. For example, in English, pupils learn specific writing skills and then build their confidence as writers through opportunities to write at length and by producing work to be published. This provides pupils with the motivation to succeed and to write well.

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better?

In most aspects of the curriculum, pupils generally learn well and are ready for their next steps. As pupils enter key stage 4, they are ably supported to choose individual courses that develop the knowledge and skills they need for post-16 study. Careful assessment of what pupils know and can do when they start at the school identifies any gaps in understanding that need to be addressed swiftly. Further attention is given to the outcomes as outlined in pupils’ education, health and care plans (EHC plan) to ensure these are understood and met.

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better?

Sometimes, teachers do not use the most effective strategies to ensure that pupils learn as well as they could. Occasionally, pupils do not remember what they have learned or do not get sufficient opportunities to practise new skills. For example, in science, the knowledge pupils must learn is not always taught in the planned order or revisited to allow pupils to deepen their understanding. Furthermore, recent staffing changes have meant that some staff have not benefited from previous 2 to 4 July 2024 training on effective teaching. This has meant that staff knowledge about how to help pupils remember their learning is not always as strong as it could be.

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better?

The school prioritises teaching pupils to read. Pupils at the earliest stages of learning to read are supported well. They read books matched closely to their phonics knowledge and have sufficient opportunities to practise reading aloud. All pupils are motivated to read. Regular trips to the library and peer reading opportunities encourage pupils to love reading and want to read well.

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better?

Pupils behave very well in lessons and around the school. Expectations are high. Pupils rise to these admirably. For example, the eldest pupils show high levels of motivation when carrying out independent study. When pupils find it more difficult to regulate their behaviour, adults address this with great sensitivity and care. Pupils have very positive attitudes to learning. This is reflected in pupils’ high levels of attendance. They clearly enjoy coming to school and are keen to learn.

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better?

The school’s provision for pupils’ broader development is exceptional. Pupils benefit hugely from a comprehensive, deliberately planned curriculum which has character development embedded at its centre. Pupils learn how to make choices, make group decisions and compromise. For example, they develop these skills through working together to prepare and cook meals. Pupils are supported to explore and develop their understanding of diversity and equality. The school complies with schedule 10 of the Equality Act 2010.

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better?

Pupils learn to keep themselves safe both when online and when out in the community. Taught lessons and working with people such as the police and the fire brigade help pupils understand how to respond to specific incidents. Furthermore, a well-thought-through programme of wider opportunities ensures that pupils get the experiences and knowledge they need about life in modern Britain. For example, in key stage 3, pupils learn about Parliament, economic development and the importance of making healthy choices.

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better?

All pupils in key stages 3 and 4 receive rigorous and impartial careers advice. This is linked to effective and comprehensive support for choosing appropriate and aspirational college courses. The school also supports pupils to visit colleges and write their applications when needed. As a result, pupils are knowledgeable about future choices that are open to them.

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better?

The proprietors and governors ensure the school fulfils all its statutory obligations. They make sure that the building is safe and fit for purpose and that resources are used well. The school recognises that further work is needed to ensure that all staff are suitably expert in delivering the curriculum to the best of their ability. Staff appreciate these opportunities to improve their knowledge and skills.

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Safeguarding

The arrangements for safeguarding are effective. 2 to 4 July 2024

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(Information for the school and proprietor)

 Staff do not always use the most effective strategies to deliver the subject curriculum. This means that sometimes, pupils do not learn as much and achieve as well as they could. The school should ensure that all staff develop the knowledge, skills and strategies they need to teach all subjects well and ensure that pupils achieve success across the whole curriculum.

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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. 2 to 4 July 2024

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School details

Type of school Other independent special school

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School details

School category Independent special school

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School details

Email address office@seadownschool.co.uk

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School details

Date of previous inspection 13 to 15 July 2021 2 to 4 July 2024

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Information about this school

 This school is an independent special school offering education for pupils with social, emotional and mental health needs.  All pupils who attend the school have an EHC plan.  Since the previous inspection, the proprietor has changed to Seadown House Ltd.  This school currently uses one unregistered alternative provision.

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Information about this inspection

Inspectors carried out this inspection under section 109(1) and (2) of the Education and Skills Act 2008. The purpose of the inspection is to advise the Secretary of State for Education about the school’s suitability for continued registration as an independent school.

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Information about this inspection

Inspections are a point-in-time judgement about the quality of a school’s education provision.

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Information about this inspection

The school meets the independent school standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014.

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Information about this inspection

 Inspectors discussed any continued impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  During the inspection, the inspectors met with the headteacher and senior leaders. The lead inspector also met with a representative from the proprietor body and the chair of governors.  The inspectors carried out deep dives in: reading, mathematics and art and design. For each deep dive, the inspectors 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 considered planning, documentation and pupils’ work from 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

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Information about this inspection

culture around safeguarding that puts pupils’ interests first.  The views of parents and carers were considered through their responses to Ofsted Parent View. The views of pupils and staff were gathered through surveys, interviews and discussions conducted throughout the inspection.  The inspectors reviewed a range of the school’s documents, including self- evaluation reports, minutes of governing body meetings and behaviour incident logs. They also considered evidence of how the proprietor body ensures that the independent school standards are met consistently. 2 to 4 July 2024

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Inspection team

Sue Keeling, lead inspector His Majesty’s Inspector

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Inspection team

Alan Johnson Ofsted Inspector 2 to 4 July 2024 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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Inspection team

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Inspection team

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Inspection team

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Inspection team

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