Seagry Church of England Primary School

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About Seagry Church of England Primary School

Name Seagry Church of England Primary School
Ofsted Inspections
Headteacher Mrs Christina Brugger
Address Upper Seagry, Chippenham, SN15 5EX
Phone Number 01249720213
Phase Academy
Type Academy converter
Age Range 2-11
Religious Character Church of England
Gender Mixed
Number of Pupils 69
Local Authority Wiltshire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy coming to Seagry Church of England Primary School. They describe the school as, 'A small school where everyone is friendly.'

Pupils feel valued at Seagry, regardless of who they are and where they come from. Pupils confidently recall the school's 'grapes' values of 'generosity, respect, acceptance, perseverance, empathy and selflessness'. They say that the values matter 'because it makes us a community'.

Pupils are polite and respectful. They understand the school rules and follow them well. They listen carefully and are eager to learn.

There is a calm and purposeful environment in classrooms and around the school. Children in early years settle... well. They know the daily routines.

Children follow instructions and listen well.

Pupils feel safe. Relationships are strong between adults and pupils.

Pupils say that adults listen to them and support them with any worries. The school has an accurate understanding of pupils' individual needs. The school provides effective care and support.

The school designs activities to support pupils' mental health and well-being. For example, pupils learn how the brain works to help them develop positive habits. As a result, pupils develop strategies to support their mental health, such as 'happy breathing'.

What does the school do well and what does it need to do better?

The school has designed a broad and ambitious curriculum. There is a sharp focus on developing children's communication and language skills in early years.This helps them to gain the vocabulary they need for future learning.

The curriculum is sequenced well to ensure that pupils build on their prior learning.

A love of reading is visible across the school. In early years, children enjoy joining in with rhymes and familiar stories.

They start learning phonics straight away. They quickly understand how to blend sounds together to read simple words. Staff have the expertise to deliver phonics effectively.

They ensure that the books pupils read match the sounds they are learning. They check for any gaps in pupils' reading knowledge. If pupils fall behind, they receive the support they need to help them to catch up quickly.

Pupils' enthusiasm for reading continues as they move through the school. As they gain confidence, pupils read books to improve their fluency. Texts become longer and more complex as pupils get older.

They enjoy listening to adults read. The school encourages pupils to recommend different books and authors to each other.

Teachers have the subject knowledge they need to teach the curriculum effectively.

However, assessment is not always used effectively to check pupils' understanding.When this happens, learning is not adapted in response to what pupils know and can do. This hinders pupils from building detailed knowledge over time.

Pupils with special educational needs and/or disabilities (SEND) are well supported. Staff know pupils' needs well. They carefully consider the support that is needed.

Staff adapt learning to meet most pupils' needs effectively. The school has processes that assess, identify and evidence the bespoke support that pupils with SEND need.

The school supports pupils with their personal development well.

Pupils learn about difference, respect and equality. They understand about healthy relationships. Pupils know what it means to be a good friend.

They talk about the culture of mutual respect in the school. Pupils know it is important to treat everyone fairly.

Pupils know how to keep themselves healthy, both in their physical and mental health.

They learn how to keep themselves safe, including online. The curriculum provides opportunities for pupils to debate and develop their opinions. They understand some of the wider societal issues, such as the environment and climate change.

Many parents comment that Seagry has a positive and nurturing environment with passionate staff. However, some parents feel that communication between the trust, school and home could be improved so that they are better informed of their child's education.

Staff are proud to work at the school.

They say that the school thoughtfully manages their workload and well-being. Staff value this support. Trust leaders and the local academy council have a good understanding of the school's priorities.

They understand their roles and provide meaningful support and challenge.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Assessment is not used with enough precision to check what pupils know and remember.

As a result, learning is not adapted as necessary. The school needs to further develop its approach to assessment across the curriculum. This will help teachers to adapt learning so that pupils deepen their understanding.

• Some parents say that communication from the school and trust is not effective. As a result, parents do not always feel well informed about their child's education. The school and trust must work more effectively with parents so that they are aware of the work the school is doing to support their child.

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