Seascape Primary School

Seascape Primary School

Address: Ellison Road, Peterlee, County Durham, SR8 5NJ Unique reference number (URN): 133701

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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This school requires special measures

His Majesty’s Chief Inspector is of the opinion that this school requires special measures because it is failing to provide an acceptable standard of education, and the persons responsible for leading, managing or governing the school are not demonstrating the capacity to secure the necessary improvement in the school.

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Inclusion Needs attention

The support provided for pupils with special educational needs and/or disabilities (SEND) is variable. Pupils’ needs are not always accurately identified. The support put in place does not always enable pupils to catch up on missed learning. For some pupils, the school’s reliance on nurture provision limits their curriculum access, literacy and mathematical learning.

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Inclusion Needs attention

Staff and leaders do not check carefully enough the impact of the support provided. The targets identified to support vulnerable pupils are not regularly updated. This limits the progress that pupils make.

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Inclusion Needs attention

The school engages well with parents to shape the support put into place for pupils with SEND. Parents are generally positive about what is provided for their children. Leaders engage with external agencies to ensure that pupils with SEND and those who are known or previously known to children’s social care have access to the external support they need.

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Inclusion Needs attention

The school’s pupil premium funding has recently been targeted to support pupils’ wellbeing, which has had a positive impact on standards of behaviour. However, there has been less focus on pupils' achievement. As a result, the academic progress that disadvantaged pupils make remains very low. These pupils do not secure the important knowledge that they need to communicate, read, write and use mathematics.

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Personal development and wellbeing Needs attention

As a result of wider issues in the curriculum and teaching, pupils do not remember much of what they have been taught from the school’s personal development programme. This includes, for example, what leaders intend pupils to learn about a range of faiths and cultures. Although a recently introduced ‘interfaith week’ allows pupils to learn about religions, leaders have not checked that the intended learning has been secured. As a result, pupils have little knowledge of faiths aside from Christianity. This impacts on pupils’ development of empathy, tolerance and understanding of cultural diversity in modern Britain.

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Personal development and wellbeing Needs attention

Pupils have a clearer understanding of equality. They can make links to their history curriculum on Rosa Parks and Emmeline Pankhurst. Pupils are clear that equality exists in the school and say that everyone is treated the same. Recently, leaders have revised the personal development offer and introduced new learning on tolerance and the rule of law.

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Urgent improvement

This has been effective. As a result, older pupils recall this learning and how this applies to them in school and the wider community.

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Urgent improvement

Pupils participate in weekly circle time where they regularly revisit the school’s ‘golden rules’: be kind and helpful, be gentle, work hard, listen, look after property, be truthful. This time is also used to celebrate differences and helps to embed a sense of teamwork. Some pupils visit a local residential home and enjoy sharing stories that they have enjoyed. This builds their confidence and interpersonal skills. Pupils also help deliver food parcels in the community.

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Urgent improvement

A small range of school clubs, along with a few educational visits, widen pupils’ experiences, but these are limited. Leaders’ plans are at an early stage to enhance the new curriculum with visits to local areas of interest. During this inspection, many pupils struggled to recall a memorable school event or visit.

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Urgent improvement

Pupils throughout the school, including in early years, are taught about healthy relationships and how to keep mentally and physically healthy. Leaders are aware of the potential risks that pupils face online and offline. Older pupils learn about knife crime and all pupils are taught about internet safety. As with other aspects of the curriculum, pupils’ recall of these topics is variable.

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Achievement Urgent improvement

Pupils do not achieve well. Pupils’ attainment in reading, writing and mathematics at the end of key stage 2 is well below that of pupils nationally. This has been the case for a number of years. Pupils are not ready to progress to the next stage of their education. The progress that disadvantaged pupils make is consistently well below that of other pupils nationally and shows little sign of improvement. Pupils with special educational needs and/or disabilities (SEND) have gaps in their learning and they are not being supported quickly or well enough to catch up. These gaps persist and widen over time.

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Achievement Urgent improvement

Throughout the school, pupils lack the foundations in reading and writing. Pupils are not taught to read well. The support they receive to improve their writing is ineffective. Pupils’ performance in phonics assessments is poor, and well below the expected standard. The books provided for pupils to read do not always match to pupils’ phonics knowledge. As a result, some pupils cannot read these books fluently and miss out on the opportunity to apply their new reading skills.

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Achievement Urgent improvement

In many other subjects, pupils’ achievement is poor. This is often due to a lack of precise assessment, and inconsistencies in teachers' expectations.

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Attendance and behaviour Urgent improvement

Pupils’ attendance is low, and well below national averages. This is particularly the case for pupils with special educational needs and/or disabilities (SEND) and pupils who are disadvantaged. Attendance has remained low over time. Until very recently, leaders have not taken effective action to improve pupils’ attendance. When not in school, pupils miss out on valuable learning. Leaders have identified that wellbeing can be a barrier to some pupils attending school. Although they work with families to provide support for these pupils, there is little evidence of this support leading to pupils attending more regularly.

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Attendance and behaviour Urgent improvement

Leaders’ recent actions to improve standards of behaviour have been more effective. As a result, most pupils follow the school’s daily routines. The school feels safe, calm, orderly and respectful. However, pupils' behaviour and engagement in lessons are variable. This is not always identified or addressed by teachers. It can also disrupt others’ learning. The school has a strategy to manage challenging behaviour resulting from pupils’ emotional needs. Staff expertise has been developed to allow the school to support pupils with these needs more effectively. On the rare occasions there is discrimination or bullying, staff tackle it quickly and effectively.

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Curriculum and teaching Urgent improvement

Over time, the school’s curriculum has not prepared pupils for their next steps. It does not equip pupils with the knowledge they need to achieve and thrive in later learning. Teachers’ expectations of pupils are too low. Leaders have not done enough to ensure that teachers develop sufficient expertise to teach the curriculum effectively. Pupils, therefore, struggle to recall recent and prior learning. Weaknesses in the school’s approach to assessment have hampered teachers' and leaders' ability to address gaps in pupils’ knowledge.

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Curriculum and teaching Urgent improvement

Pupils with special educational needs and/or disabilities (SEND) do not receive a high- quality education. Their learning needs are not precisely identified. The adaptations and adjustments made reflect low expectations for pupils with SEND, as well as for those who are disadvantaged. For example, some pupils are withdrawn from classes for a significant proportion of their day. The work they are given, during this time, does not match to their starting points. As a result, these pupils are not improving their reading, writing and mathematics.

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Curriculum and teaching Urgent improvement

Leaders have recently introduced a new curriculum which sets out how pupils’ knowledge and skills should be built over time. As a result, pupils have begun to write more descriptively and there are some very early signs of improvement in their grammar and punctuation. However, weaknesses in teaching mean that the overall impact of this new curriculum is limited.

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Early years Urgent improvement

Leaders’ expectations for what children in the early years can achieve are too low. Many children do not secure essential early knowledge in communication, reading, writing and number. Pupils are not given sufficient opportunities to apply their phonics learning in writing or to practise early mathematics. As a result, too many children leave the early years unable to write simple words or demonstrate basic understanding of number properties.

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Early years Urgent improvement

Staff in the early years do not have sufficient understanding of the curriculum, teaching and how children learn. This means that opportunities are frequently missed to extend and embed new learning. Interactions between children and adults are not of a high enough standard to enable pupils to acquire key vocabulary or to develop their communication and language.

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Early years Urgent improvement

Leaders have only recently identified and sequenced the knowledge that children need to acquire as they progress through the early years provision. This remains a work in progress. Some staff do not introduce key vocabulary as planned, and opportunities to embed language are missed. Children only occasionally experience a range of activities that support the development of their gross and fine motor skills. When they do, they sustain their concentration and begin to build resilience. There is variation in how well pupils are supported to build a love of books and stories.

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Early years Urgent improvement

Leaders and teachers recognise the importance of early detection of speech, language and communication delays and other barriers to learning. As a result, appropriate support is often provided to support children with these needs.

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Leadership and governance Urgent improvement

Over time, leaders have not secured the improvements needed for pupils. Pupils’ progress, particularly in reading, writing and mathematics, has not been prioritised. Pupils’ experiences in lessons are often ineffective. Pupils who have fallen behind are not supported to catch up. As a result, very few pupils achieve the standards expected at the end of key stages 1 and 2.

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Leadership and governance Urgent improvement

The professional learning opportunities provided to staff have not been effective. Leaders have not evaluated how well this learning has translated into improvements in the classroom. They have not ensured that this support has impacted positively on the quality of teaching throughout the school. Some of leaders’ school improvement strategies have not been effective. For example, a recently introduced approach to assessment has not supported staff to accurately assess what pupils know or identify gaps in pupils’ understanding. Other actions have had greater impact. For example, actions taken by leaders to improve pupils’ behaviour has made the school a calmer place for pupils and staff.

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Leadership and governance Urgent improvement

Governors do not provide sufficient challenge to leaders or maintain a clear focus on the school’s key priorities. Their oversight of the school’s pupil premium expenditure lacks clarity, and they do not check what impact the funding is having. Governors are not fully aware of some of their statutory responsibilities.

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Leadership and governance Urgent improvement

Leaders have recently sought to improve staff morale. They are mostly mindful of staff workload.

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What it's like to be a pupil at this school

Pupils attending this school do not receive an acceptable standard of education. They do not secure the important knowledge that they need to communicate, read, write and use mathematics. The school has very recently improved the teaching of phonics for younger pupils. However, a significant minority of pupils, including those with special educational needs and/or disabilities (SEND) and those who are disadvantaged, still have large gaps in their reading knowledge. The school does not currently do enough to help these pupils to catch up.

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What it's like to be a pupil at this school

The school’s ambition and expectations for all pupils, including those with SEND, is too low. Consequently, pupils do not achieve well during their time at the school. Many barriers to pupils’ learning are not appropriately identified or met. Pupils with SEND and those who are otherwise disadvantaged are not provided with high-quality support.

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What it's like to be a pupil at this school

Pupils at Seascape are routinely happy and benefit from warm, caring relationships with staff and a well-resourced learning environment. Pupils’ emotional wellbeing is prioritised. However, a significant minority of pupils do not attend school enough. This impacts on their learning over time. Most pupils behave well. They are polite and friendly. They engage well in their learning, particularly where tasks are matched to their starting points. Pupils say that they feel safe. Bullying is rare and children are confident that when it happens, staff deal with it.

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What it's like to be a pupil at this school

The school teaches children to keep themselves physically and emotionally healthy. The school provides a limited range of clubs and trips. Many pupils struggle to recall memorable events from their time at the school. Leadership opportunities for pupils are minimal. The school has established mostly positive relationships with parents and carers. It provides a range of pastoral support to pupils and their families. However, this has not improved attendance or outcomes over time.

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Next steps

• Leaders should ensure that pupils with special educational needs and/or disabilities (SEND), and those who are otherwise disadvantaged, have their needs accurately identified, so that targeted support can be provided, to allow these pupils to acquire the knowledge that they need to be ready for their next stage of education. • Leaders should ensure that the checks that staff make on pupils’ learning accurately identify gaps in pupils’ knowledge, and allow these to be addressed effectively. • Leaders should ensure that all staff embed the changes recently made to the school’s curriculum, so that pupils’ knowledge builds over time, and they make progress from their starting points. • Leaders should further develop the implementation of the new attendance system to ensure that it has a positive and sustained impact on pupils’ attendance. • Leaders should provide pupils with a range of suitable opportunities that broaden their

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Next steps

experiences and enable them to develop their talents and interests. • Leaders should further develop the school’s personal development programme, so that pupils develop a better understanding of, and respect for, the protected characteristics, fundamental British values and cultural diversity in modern Britain. • Leaders should ensure that pupils, including children in the early years, are supported to read, write, spell and communicate effectively so that they are ready for their next stage of education. • Leaders should ensure that strong interactions, including modelling, scaffolding and extending vocabulary, are of a consistently high quality across the early years provision. They should develop the early years curriculum to ensure that vocabulary, rhymes and

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Team inspectors:

Alison Stephenson, His Majesty's Inspector Gemma Jeynes, Ofsted Inspector stories are used to help pupils acquire the knowledge and skills they need to be ready for Year 1. • The school should ensure that governors are supported to fulfil their duties and responsibilities in holding the school effectively to account. Governors should ensure that they establish an accurate view of the school and use this to provide appropriate challenge to leaders. • Leaders and governors should carefully monitor the school’s use of the pupil premium funding to ensure that disadvantaged pupils benefit from this.

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About this inspection

The chair of the board of governors in this school is Yvonne Ryle.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the acting headteacher, other senior leaders, a representative of the local authority and members of the governing body, including the chair of governors.

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About this inspection

In accordance with section 44(1) of the Education Act 2005, His Majesty’s Chief Inspector is of the opinion that this school requires special measures because it is failing to give its pupils an acceptable standard of education and the persons responsible for leading, managing or governing the school are not demonstrating the capacity to secure the necessary improvement in the school.

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About this inspection

The school may not appoint early career teachers before the next monitoring inspection. The position regarding the appointment of early career teachers will be considered again during any monitoring inspection we carry out.

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About this inspection

The headteacher was absent during the inspection. At the time of the inspection, the deputy headteacher was the acting headteacher.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school does not use any alternative provision.

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years. National average: 26.3%

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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