Schools & FE · Report card

Seabridge Primary School

Inspected 3 Mar 2026 · published 14 May 2026 · URN 144439

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Summary

No overall grade in this frameworkSafeguarding met

Usha Devi (lead), Allyson Brown, Amanda Green, Rob Johnstone

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Strong standard
Framework verified
Report card
Inspection datesingle source
3 Mar 2026
Inspectors verified
Allyson Brown, Amanda Green, Rob Johnstone, Usha Devi
Postcode verified
ST5 3PJ
Name on report verified
Seabridge Primary School
Safeguarding verified
Met
URN verified
144439

Page 1 of 16

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourExpected
Curriculum and teachingExpected
Early yearsExpected
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingStrong

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+55Positivemore positive than 25% of reports of this type

In line with other reports of this type.

Praisesecurehighly effectiveconsistentlystrongclearenjoyfeel safeeffective

Criticismconcernsgapsinconsistenciesinconsistentstrugglepersistently absenterrorsnot secure

How the report reads, start to finish

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FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1605w+51
Leadership269w+74
Safeguarding51w−11
What needs to improve81w+68

Strengths

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Concerns

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Staff increasingly use questions to identify gaps and correct errors. p.3

Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 16
Words of findings: 2,003; about usual (typical 1698)
Reading level: Hard; Flesch 48, typical 43
Average sentence: 14 words
Next steps: 3; typical 3
Hedged sentences: 6%; “some”, “not always”, “most”…

Where the words go

Findings 54%Leadership 9%Safeguarding 2%What needs to improve 3%About the inspection 32%

Full report text

Seabridge Primary School

Address: Roe Lane, Newcastle-Under-Lyme, Staffordshire, ST5 3PJ Unique reference number (URN): 144439

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Personal development and wellbeing Strong standard

The personal development programme is highly effective, carefully sequenced and threaded purposefully through the curriculum and assemblies. This ensures pupils revisit important ideas more than once and in different contexts. Leaders ensure pupils learn about important British values through real situations, such as how seeking the views of classmates relates to democracy. This helps pupils to develop a secure sense of fairness.

p.2

Personal development and wellbeing Strong standard

Pupils are consistently courteous and thoughtful in their daily interactions with peers, adults and visitors. They articulate clearly why valuing difference matters. Pupils talk about faiths and religions with maturity. As they move through the school, pupils develop a strong awareness of how their actions affect those around them.

p.2

Personal development and wellbeing Strong standard

Pastoral support is highly responsive and effective. Staff have implemented a well ‑ planned range of support for pupils who need help with their wellbeing. Pupils learn to manage their emotions, express their feelings and talk openly about their wellbeing.

p.2

Personal development and wellbeing Strong standard

Pupils know how to stay safe, including online. They have an age ‑ appropriate and clear understanding of healthy relationships. Pupils understand why respectful behaviour matters both in person and on digital platforms. Visitors such as the police help pupils understand who keeps them safe in the community.

p.2

Personal development and wellbeing Strong standard

Pupils develop confidence and responsibility through purposeful and meaningful leadership opportunities. They support younger pupils through roles such as reading buddies. Pupils engage in charity work, giving them meaningful ways to make a positive difference in their community. Leaders arrange visits to local colleges and focus on careers in science to help pupils think ambitiously about their future.

p.2

Personal development and wellbeing Strong standard

Pupils explore their interests and learn new skills through a wide range of clubs, visits and creative and sporting activities. They broaden their musical interests and develop a deep appreciation of different musical styles through music lessons and hearing live performances. Leaders monitor participation closely to ensure all pupils, including those with special educational needs and/or disabilities, those who are disadvantaged and those known to social care, participate fully.

p.2

Achievement Expected standard

Over time, pupils achieve well. By the end of Year 6, pupils are well prepared for secondary school. In the recent past, some variability in teaching has led to inconsistent outcomes for some pupils. Leaders have taken determined steps to support staff with identifying gaps in pupils' learning. As a result, gaps in pupils’ knowledge and skills across the curriculum are reducing. Pupils learn to read fluently and develop a secure understanding of mathematical concepts. Although standards in writing are improving, some pupils in the school struggle to write with accuracy.

p.2

Achievement Expected standard

Year 6 outcomes show that most pupils meet national expectations. Last academic year, pupils who are disadvantaged did not achieve as well as their peers nationally. More recently, pupils who are disadvantaged make suitable progress across the curriculum. The most recent published outcomes for the Year 1 phonics screening check and the Year 4 multiplication check are in line with national averages.

p.3

Attendance and behaviour Expected standard

Pupils enjoy attending Seabridge and are proud to receive certificates for coming to school regularly. Leaders make it clear that being in school every day is important. They reinforce this message through assemblies and ongoing conversations with families. Staff check the attendance of individual pupils each day and use their systems to spot concerns early and act quickly. Leaders work closely with external services and families to support pupils who are persistently absent to attend more often.

p.3

Attendance and behaviour Expected standard

In lessons, pupils usually listen carefully, stay focused and work well with one another. At times, a small number lose focus. Leaders acknowledge the effect these moments of inattention have on learning. They are working with staff to ensure pupils are more engaged. Pupils move around the school safely and respectfully, following clear routines. Pupils conduct themselves well in corridors and social spaces. Incidents of bullying are uncommon and dealt with quickly. Through training, leaders make sure staff adopt a shared approach to promoting positive behaviour. Staff take time to get to know pupils and use this understanding to guide and reassure individuals. Pupils with additional needs receive thoughtful adjustments. These include quiet spaces to help pupils settle before returning to their learning.

p.3

Curriculum and teaching Expected standard

Leaders have ensured that the curriculum is broad and ambitious. It sets out clearly what pupils need to learn and remember. Pupils build knowledge securely over time in reading and mathematics through carefully designed learning sequences. Staff place a strong emphasis on developing pupils’ vocabulary across subjects. This means pupils use new words and share their ideas confidently when speaking and in their writing.

p.3

Curriculum and teaching Expected standard

Leaders' checks on the curriculum and teaching gives them an accurate view of where it is secure and where it varies. They know that the new approach to writing is not having the intended impact on all pupils. Some pupils need further support with pencil grip, writing posture, handwriting, spelling, grammar and punctuation.

p.3

Curriculum and teaching Expected standard

Teachers' secure subject knowledge supports clear explanations. They typically introduce new ideas to pupils by breaking tasks down into small steps and checking for understanding. Staff increasingly use questions to identify gaps and correct errors. Teachers usually adapt tasks so pupils with special educational needs and/or disabilities secure important knowledge. In some lessons, these routines are less secure, which slows pupils’ understanding. Leaders are aware of inconsistencies in teaching. They are acting to strengthen curriculum implementation.

p.3

Early years Expected standard

Relationships between children and staff are caring. Staff work closely with parents and carers and previous settings. This helps children settle when they first join the school. As a result, even children who join mid year learn school routines and build trust with adults quickly.

p.4

Early years Expected standard

The early years curriculum is thoughtfully designed and generally well taught. Staff take account of the developmental and learning needs of the children. They interact well with children to develop their understanding of language, early reading, writing and number. This helps children build the knowledge they need in readiness for learning in Year 1.

p.4

Early years Expected standard

Reading is a priority. Children enjoy listening to and joining in with stories, songs and rhymes that help develop their knowledge of language. Phonics teaching is effective and helps children learn the sounds that letters make. Staff are getting better at showing children how to pronounce new words, prompting turn taking and extending children’s vocabulary during activities. This is helping children to talk with increasing confidence.

p.4

Early years Expected standard

The outdoor learning environment is inviting. It encourages children to be curious and creative and to develop their confidence and independence. In the ‘garden centre’ role-play area, for example, children discuss the plants they will purchase. On the climbing frames, children learn to move safely and with growing control.

p.4

Inclusion Expected standard

Leaders have high expectations for every pupil to take part in the full curriculum and achieve well. They work with staff to remove barriers to learning. Pupils’ needs are identified carefully and without delay. Staff start to build a picture of what each child needs before they start school through home visits. This insight means children receive the right support as soon as they join the school. Leaders review pupils’ progress regularly, check whether the support is making a difference and adjust support when it is not.

p.4

Inclusion Expected standard

Training helps staff build the skills they need to meet pupils’ additional needs. Leaders use coaching to reduce inconsistencies in teaching. Pupils who need extra help benefit from generally helpful resources. Where resources are used well, pupils, especially those with special educational needs and/or disabilities, keep up with their learning. Staff keep a close eye on pupils facing difficult circumstances. The school works well with external professionals to secure individualised support. This support helps pupils to take part in daily school life.

p.4

Inclusion Expected standard

Pupils who are disadvantaged achieve well over time and attend school regularly. Leaders track additional funding to ensure it is spent carefully. The funding enables the school to provide individual help and widen access to a broad range of enrichment opportunities.

p.4

Leadership and governance Expected standard

After a turbulent time, leaders, with support from the trust, have brought the school back onto a clear and stable path. Leaders and those responsible for governance have an accurate understanding of what the school does well and where improvements are needed. Several parents and carers who shared their views with inspectors commented positively on the changes they have seen.

p.5

Leadership and governance Expected standard

Leaders’ actions are helping pupils learn with greater confidence. Teachers have clearer guidance about what to teach, which helps pupils build knowledge step by step. Staff notice early when a pupil is finding learning difficult and put the right support in place so that pupils do not fall behind.

p.5

Leadership and governance Expected standard

Leaders, staff and governors make decisions that put pupils’ needs first. They keep a close watch on how pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, are achieving and adjust support quickly if it is not working. Staff describe a culture where no pupil is forgotten.

p.5

Leadership and governance Expected standard

Those responsible for governance understand their responsibilities and carry them out with care. They take an active interest in the school and look carefully at key information. Governors and trust board members ask insightful questions and check that agreed actions are making a difference.

p.5

Leadership and governance Expected standard

Professional learning for staff is well planned and purposeful. Staff, including those in the early stages of their career, strengthen their practice by visiting other schools in the trust, meeting with colleagues and attending professional learning events. Staff feel valued. Strategies such as sharing planning help to reduce workload. Staff feel proud to be part of the Seabridge team, and staff morale is high.

p.5