Seamer and Irton Community Primary School

What Ofsted said

From the inspection on 17 June 2025

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. 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. 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. 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.

What the school should improve

• 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.
• 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.

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