Schools & FE · Report card

Seaford Primary School

Inspected 19 May 2026 · published 6 Jul 2026 · URN 114419

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Summary

No overall grade in this frameworkSafeguarding met

Gareth Flemington (lead), Claire Martin-O'Donoghue, Helen Longton-Howorth

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
Expected standard
Framework verified
Report card
Inspection datesingle source
19 May 2026
Inspectors verified
Claire Martin-O'Donoghue, Gareth Flemington, Helen Longton-Howorth
Postcode verified
BN25 2JF
Name on report verified
Seaford Primary School
Safeguarding verified
Met
URN verified
114419

Page 1 of 15

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 wellbeingExpected

Tone of the report

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

+80Very positivemore positive than 67% of reports of this type

In line with other reports of this type.

Praiseclearpositiveeffectiveconsistentlywell preparedsecure knowledgeeffectivelyfeel safe

Criticismconcernsnot yetweakerfall behindconcernabsencepersistent absencenot secure

How the report reads, start to finish

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FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1562w+80
Leadership236w+82
Safeguarding51w−11
What needs to improve85w+75

Strengths

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Concerns

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No strong criticism found.

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: 15
Words of findings: 1,934; about usual (typical 1698)
Reading level: Hard; Flesch 46, typical 43
Average sentence: 13 words
Next steps: 3; typical 3
Hedged sentences: 2%; “some”, “not always”, “most”…

Where the words go

Findings 55%Leadership 8%Safeguarding 2%What needs to improve 3%About the inspection 32%

Full report text

Seaford Primary School

Address: Wilkinson Way, Seaford, East Sussex, BN25 2JF Unique reference number (URN): 114419

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

Achievement Expected standard

Typically, pupils make steady progress through the curriculum. They are well prepared for the next stage of their learning. Pupils speak confidently about what they know and can do. Their work shows that they develop secure knowledge and skills across different subjects. Language development is prioritised from the early years. This helps pupils explain their thinking clearly and take part in discussions with growing confidence.

p.2

Achievement Expected standard

Outcomes in English and mathematics are improving. Leaders have acted quickly to address weaker areas and strengthen teaching. Pupils now achieve well in national assessments. Disadvantaged pupils achieve particularly well because leaders identify barriers and provide effective support. Pupils with additional needs receive targeted help from skilled staff, which helps them access the curriculum and make progress.

p.2

Achievement Expected standard

Foundational skills develop well. Phonics is taught consistently well, helping pupils read accurately and confidently. However, aspects of writing, such as spelling and handwriting, are not yet secure for all pupils. Leaders are aware of this and are taking effective action to improve consistency.

p.2

Attendance and behaviour Expected standard

Leaders have made attendance a clear priority. They understand the barriers families face and use this knowledge to take effective action. Strategies such as daily checks on absence, clear communication with families and tailored support help pupils attend more regularly. Leaders work closely with families to reduce absence and support those who need additional help. Attendance is broadly in line with, or above, that of similar schools. Rates of persistent absence are falling. Leaders carefully track attendance for key groups, including pupils with special educational needs and/or disabilities and disadvantaged pupils. This helps them identify patterns and respond quickly. As a result, attendance is improving over time.

p.2

Attendance and behaviour Expected standard

Pupils behave well across the school. They are polite, respectful and ready to learn. Teachers establish clear routines and expectations, which pupils understand and follow. Classrooms are calm and purposeful, helping pupils to stay focused and work hard. Pupils listen carefully and show a positive attitude towards their learning. Leaders promote clear values, and these are reflected in pupils' behaviour towards each other and adults. Bullying and unkind behaviour are rare and dealt with quickly and effectively. Leaders keep a close watch on behaviour and act swiftly where support is needed. This ensures a safe and orderly environment where all pupils can succeed.

p.2

Curriculum and teaching Expected standard

Leaders have successfully strengthened the curriculum. They have identified the key knowledge pupils need to learn and remember, and have carefully sequenced it across subjects. The curriculum is ambitious and reflects important themes such as social justice, diversity and belonging. It is well matched to pupils' needs and supports them to build knowledge over time.

p.2

Curriculum and teaching Expected standard

Pupils develop secure knowledge in reading, writing and mathematics. When pupils fall behind, staff provide timely support and opportunities for practice, helping them to catch up. This includes work to improve fluency in key areas such as times tables. Phonics is taught well, and pupils who need extra help make the progress they need to make. Most pupils become confident and fluent readers.

p.3

Curriculum and teaching Expected standard

Leaders have ensured that staff are well prepared to deliver the curriculum. Staff receive relevant training and support, which builds their confidence and subject knowledge. As a result, teaching is generally effective across the school. Teachers use assessment to identify pupils' starting points and address misconceptions. They are improving how they adapt learning for pupils who face additional barriers, including those with special educational needs and/or disabilities. Leaders recognise that recent curriculum and teaching improvements need to be applied consistently across all classes so that all pupils develop secure knowledge and skills.

p.3

Early years Expected standard

Children in the early years learn and play in a safe, inclusive environment. This helps them feel secure and ready to learn. Staff know the children well and understand their individual needs. They provide support that matches children's starting points, including for those with special educational needs and/or disabilities, children who speak English as an additional language, and those who are disadvantaged.

p.3

Early years Expected standard

The curriculum is carefully planned and sequenced. It builds children's knowledge and skills across all areas of learning. Staff take account of children's interests and backgrounds, including opportunities to celebrate different cultures. Strong relationships with parents and carers help children settle quickly and support their wellbeing.

p.3

Early years Expected standard

Leaders have a clear vision for early learning. They place a strong focus on developing children's communication, language and vocabulary. Teachers model new words well during teaching sessions, helping children use language with growing confidence. While many interactions between adults and children effectively extend learning, this is not yet consistent. Leaders recognise this and are supporting staff to improve.

p.3

Early years Expected standard

The environment is well organised and rich in books. Reading is a clear priority. Phonics is taught in a structured, consistent way. Children develop early reading and writing skills securely. Routines support positive behaviour. Children cooperate, stay focused and grow in confidence and independence, preparing them well for Year 1.

p.3

Inclusion Expected standard

Leaders set clear expectations that all pupils will succeed, regardless of their background or individual needs. They ensure that pupils with additional needs and those who are disadvantaged are generally well supported and fully included in school life. Leaders have strengthened their identification of pupils' needs. Systems are now in place that help staff understand pupils' starting points and respond as needs change over time. This allows staff to provide timely and increasingly tailored support.

p.3

Inclusion Expected standard

Leaders have prioritised professional development to strengthen staff expertise. Staff are developing the knowledge and skills needed to adapt teaching for pupils with special educational needs and/or disabilities. While these approaches are relatively new, leaders are taking the right steps to build consistency so that provision matches pupils' needs in all classes.

p.4

Inclusion Expected standard

Leaders carefully assess the effectiveness of support, particularly for the most vulnerable pupils. They use pupil premium funding thoughtfully to improve pupils' experiences and outcomes. This includes providing additional adult support while ensuring that pupils continue to access high-quality teaching in class. As a result, disadvantaged pupils benefit from whole-school improvements, particularly in reading, writing and mathematics. These pupils achieve well across the curriculum compared to their peers and other pupils nationally.

p.4

Leadership and governance Expected standard

Leaders have a clear and accurate understanding of the school. They know what the school does well and where it needs to improve. Leaders have refined the curriculum and teaching to raise the quality of education. They have planned these changes carefully and implemented them at the right pace. Leaders have rightly focused on improving inclusion so that all pupils can fully participate in school life. They recognise that some systems, such as those for checking achievement and inclusion, need further refinement. Strengthening these will help governors understand the school's work even more clearly through reliable information.

p.4

Leadership and governance Expected standard

Leaders create a positive and supportive culture. Staff speak highly of leaders, describing them as approachable and responsive. Leaders care about staff wellbeing and take this into account when making decisions. Staff feel valued and supported. They enjoy working at the school and appreciate the help they receive to manage their workload.

p.4

Leadership and governance Expected standard

Governance is effective. Governors meet their statutory duties and are increasingly involved in the life of the school. They provide support and are growing in confidence to challenge leaders, particularly about the quality of education.

p.4

Leadership and governance Expected standard

Leaders look beyond the school. They work with other schools and organisations to ensure staff training is high quality and evidence informed. Leaders are committed to further improving the school. This shared ambition is recognised by staff, governors and parents, who value the school and are proud to be part of it.

p.4

Personal development and wellbeing Expected standard

Personal development and wellbeing are clear priorities for leaders. A clear and well- planned programme sets out what pupils will learn and experience. This programme links closely to personal, social and health education and wider school life. The school's shared values help pupils understand how to treat others and how these behaviours apply beyond the school. The relationships and sex education and health education curriculum is well planned and sequenced. It ensures that pupils develop the age-appropriate knowledge and skills they need now and for the future. Pupils are taught how to keep themselves safe, both in the community and online.

p.4

Personal development and wellbeing Expected standard

Pupils benefit from a wide range of enrichment opportunities. These include clubs, visits, cultural events and leadership roles, such as the school council and eco group. These experiences help pupils build confidence, develop interests and take on responsibility. Leaders ensure that all pupils, including those who are disadvantaged, can take part.

p.5

Personal development and wellbeing Expected standard

Pupils develop a secure understanding of respect, tolerance and empathy. They understand fairness and inclusion and can explain how to resolve conflict and challenge unkind behaviour. Pupils learn about different cultures and religions and increasingly recognise the importance of respecting diversity and inclusion.

p.5

Personal development and wellbeing Expected standard

The school effectively supports pupils' wellbeing. Staff know pupils well and respond quickly when additional support is needed. This helps pupils feel safe, manage their emotions and build positive relationships. As a result, pupils are ready to learn and participate fully in school life. Overall, pupils become confident, respectful and responsible individuals.

p.5