Seascape Primary School

What Ofsted said

From the inspection on 13 January 2026

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. 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. 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. 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.

What the school should improve

• 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 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 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.

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