Seamer and Irton Community Primary School

Inspection of Seamer and Irton Community Primary School Denison Avenue, Seamer, Seamer and Irton Cp School, Scarborough, North Yorkshire YO12 4QX

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The quality of education Requires improvement Behaviour and attitudes Good Personal development Good Leadership and management Requires improvement Early years provision Good Previous inspection grade Good 17 and 18 June 2025

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What is it like to attend this school?

Pupils are happy to attend this welcoming and friendly school. They live out the school’s values, which include kindness and respect. Pupils and staff build trusting relationships. Pupils learn about which trusted adults they can go to for support. Older pupils enjoy the responsibility of supporting younger pupils to socialise at breaktimes.

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What is it like to attend this school?

The school is ambitious for all pupils to achieve well. However, this ambition is not fully realised. Although the school has created a curriculum that sets out what pupils should know and remember, pupils do not consistently benefit from high-quality teaching that enables them to build their knowledge.

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What is it like to attend this school?

The school sets out clear expectations for pupils’ behaviour in its ‘golden rules’. Children in the Reception Year quickly settle into routines. As pupils progress through the school they develop positive attitudes to their learning.

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What is it like to attend this school?

Pupils benefit from a wide range of opportunities provided by the school. For example, a recent visit to London included a trip to the Houses of Parliament, where pupils learned about democracy. Pupils understand the importance of making improvements to the local community, such as working with local police to improve road safety in front of the school.

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

Since the previous inspection, the school has worked hard to make positive changes to the curriculum. The new curriculum is ambitious. However, leaders have not ensured that pupils consistently benefit from these changes. In some subjects, the curriculum is not taught well enough to enable pupils to build their subject knowledge. This is because the school has not made sure that staff know the precise gaps in pupils’ knowledge or how to set activities in lessons so that pupils build their subject knowledge effectively.

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

In the Reception Year, staff get to know children right from the start. Gaps in children’s knowledge are identified precisely. This information is used to design activities to build firm foundations for future learning. Consequently, children in the Reception Year are well prepared for future learning.

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

Last year, the number of pupils meeting the phonics standard at the end of Year 1 fell below the national average. Since then, the school has improved its approach to teaching early reading. It has ensured that staff have expertise in teaching pupils how to read. As a result, pupils learn to apply their phonics knowledge to read and write words accurately. Teachers quickly identify those who may be falling behind. They provide support to pupils who need it. Pupils practise reading often from books that are well matched to their knowledge of phonics. This helps pupils to read accurately and gain fluency.

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

Pupils with special educational needs and/or disabilities (SEND) are well cared for. The pastoral support that they receive helps them to grow in confidence. Since the previous inspection, the school has ensured that every pupil with SEND has an individual learning plan. However, for some pupils, the targets that the school has identified do not outline 17 and 18 June 2025

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clearly enough what pupils should achieve and how. Consequently, staff do not have the information that they need to provide pupils with the right support. The school cannot accurately check on how well some pupils are achieving.

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Pupils enjoy learning the new subject curriculums. Staff help pupils to understand how to manage their emotions. This supports pupils to remain calm and focused on learning most of the time.

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The school has clear values that drive its programme for the personal development of pupils. A range of activities are used to promote kindness, understanding of community and respect. For example, pupils have enjoyed planting sunflowers to support a community organisation that the school helped to set up. In assemblies, visitors representing different faiths help pupils to consider their own and others’ beliefs. Recently, the school has broadened its range of clubs to support a wider range of interests. Activities include cross country running, table tennis and a friendship club run by older pupils. The school works with the local police, fire service and swimming pool to help pupils to understand how to stay safe online and in the local community. Pupils are well prepared for life in modern Britain.

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Leaders and staff alike share the school’s ambitious vision. Staff work hard to enact leaders’ actions to improve the school. They appreciate the consideration shown for their workload and well-being. The school’s knowledge and understanding of its strengths and weaknesses are developing. Since the previous inspection, governors have improved their oversight of the school’s work. They visit the school often. They ask strategic questions, but more work is needed to ensure that all pupils receive a high-quality education.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The information about what pupils already know is not used precisely enough to address gaps in knowledge in some subjects. Some activities in lessons do not support pupils to build learning sufficiently well and gaps in pupils’ knowledge are not addressed swiftly enough so pupils do not gain knowledge as well as they could. The school should ensure that teachers understand how to implement the new curriculum effectively, so that pupils are fully prepared for future learning.  The provision for some pupils with SEND is not as precise and targeted as it could be. This means that these pupils are not as successful as they could be. The school should ensure that it builds on the SEND knowledge and expertise it currently has, to adapt pupils’ learning and provide the clear steps of improvement that pupils with SEND are expected to make so that pupils with SEND achieve the best possible outcomes. 17 and 18 June 2025

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 The school does not ensure that it has the information it needs to be able to evaluate the quality of education. This means that areas for improvement are not consistently identified, and the school cannot provide staff with advice and guidance about how to bring about improvements. The school should ensure that it has the information it needs to identify and address priorities for improvement.

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How can I feed back my views?

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). 17 and 18 June 2025

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School details

Dates of previous inspection 27 and 28 September 2023, under section 8 of the Education Act 2005

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Information about this school

 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. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school. 17 and 18 June 2025

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 Inspectors met with the headteacher and other school leaders. The lead inspector met with members of the governing body, including the chair of governors. The lead inspector also met with a representative of the local authority.  Inspectors carried out deep dives in these subjects: early reading, mathematics, computing and history. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also discussed the curriculum in some other subjects.  To evaluate the effectiveness of safeguarding, 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.  Inspectors considered the views of parents through Ofsted’s online survey, Ofsted

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Parent View, including the free-text responses. Inspectors also spoke to parents at drop off. Inspectors also considered the responses to Ofsted’s staff and pupil surveys.

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Inspection team

Kathryn McDonald, lead inspector His Majesty’s Inspector

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Inspection team

Emma Robertson Ofsted Inspector 17 and 18 June 2025

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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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