|Name||Seal Primary Academy|
|Ofsted Inspection Rating||Good|
|Address||East Street, Selsey, PO20 0BN|
|Number of Pupils||328 (52.7% boys 47.3% girls)|
|Number of Pupils per Teacher||24.6|
|Academy Sponsor||The Kemnal Academies Trust|
|Local Authority||West Sussex|
|Percentage Free School Meals||18.3%|
|Percentage English is Not First Language||8.2%|
|Pupils with SEN Support||7.9%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (13 February 2014)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
Information about this school
This school is larger than the average size primary school. Seal Primary Academy converted to become an academy in April 2012 and is part of The Kemnal Academies Trust group. When its predecessor school, Seal Primary School, was last inspected by Ofsted, it was judged to be satisfactory overall. Most pupils are White British. Other pupils come from a wide range of different ethnic backgrounds. Very few pupils speak English as an additional language; very occasionally the school has pupils who are at the early stages of learning English when they join the school. The proportion of disabled pupils and those with special educational needs is average. The proportion of those supported at school action is slightly above average; the proportion supported at school action plus or with a statement of special educational needs is below average. The proportion of pupils who are eligible for support through the pupil premium is average. This is additional funding for pupils known to be eligible for free school meals, children looked after by the local authority, and children of parents or carers serving in the armed services. The school currently has no pupils in the latter category. A new headteacher was appointed in January 2013, following a period of turbulence in leadership. The school meets the government?s current floor standards, which set the minimum expectations for pupils? attainment and progress.
Summary of key findings for parents and pupils
This is a good school. Since arriving at the school a year ago, the headteacher has taken rapid action to ensure that teaching improves. Pupils? progress is now consistently good across the school, and accelerates as pupils get older. In Years 5 and 6, pupils make rapid progress in their reading, writing and mathematics. A consistently effective approach to teaching phonics (linking letters and the sounds they make) means that pupils quickly develop confidence in reading and spelling. The recent investment in reading materials has greatly improved pupils? enjoyment of a wider range of books. Disabled pupils and those with special educational needs are well supported and make at least good progress. Pupils? behaviour is outstanding; it has improved dramatically over the past year. Pupils have very positive attitudes towards their learning, love challenging tasks, and work hard to achieve their best. Pupils feel very safe at school and are well cared for. They like their school and their attendance has improved to above average. Governors have been a very active force in bringing about improvements. They have an accurate understanding of the strengths and weaknesses of the school and use this to challenge and support senior leaders. The headteacher has successfully supported other leaders across the school to develop their skills. The responsibilities of leadership are shared widely and there is a culture of high expectations among staff and pupils. Overall, the leadership of the school is exceptional. It is not yet an outstanding school because: Not enough teaching is outstanding. Occasionally teachers do not probe how well pupils have understood what they have learnt. There are too few opportunities for pupils to use computers in different subjects. Improved teaching has not yet fully overcome pupils? previous underachievement in writing; standards in writing are not yet as high as in reading and mathematics. Pupils find some writing tasks uninteresting and lack motivation to write as a result.