Seaford Primary School

What Ofsted said

From the inspection on 19 May 2026

Pupils experience a welcoming and calm school where they feel valued and included. From the moment they arrive, pupils settle quickly into clear, well-established routines. Staff know pupils well and build warm, positive relationships based on trust and respect. Pupils say they know who to speak to if they have a concern, and they feel confident that adults will listen and help them. Behaviour across the school is calm, positive and respectful. Pupils understand the school's expectations and follow routines consistently in lessons and at social times. They treat each other with kindness and courtesy. Bullying is very rare. Pupils understand what bullying is and say that any concerns are dealt with quickly and effectively. This helps pupils feel safe and secure in school. Pupils enjoy learning and speak positively about their lessons. They are engaged and focused, and they take pride in their work. Pupils particularly enjoy practical activities and opportunities to discuss their ideas, as these help them understand their learning more deeply. They work well both independently and with others, and they are keen to share their thinking. Pupils with special educational needs and/or disabilities are fully included in school life. Staff understand their needs and provide carefully matched support. This helps these pupils learn alongside their peers and grow in confidence. Children in the early years settle quickly and thrive in a rich, engaging environment that helps them build confidence and develop a love of learning. A wide range of opportunities beyond the classroom, including clubs, trips and creative activities, broadens pupils' experiences. These help pupils develop confidence, independence and new interests. As a result, pupils are happy, feel cared for and are well prepared for the next stage of their education.

What the school should improve

• Leaders should ensure that planned adaptations and support strategies are implemented consistently across the school so that provision matches pupils' needs in all classes.
• Leaders should ensure that recent curriculum and teaching improvements are fully embedded and implemented consistently so that all pupils develop secure knowledge and skills across subjects and are well prepared for their next stage of education.
• Governors should ensure that they have a clear and accurate understanding of the school's strengths and areas for development, informed by reliable data and analysis.

Read the full Ofsted report (opens in a new tab)