Seghill First School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school The headteacher and other leaders, including governors, are ambitious and have a clear vision for the school. They set high expectations for everyone.

Governors constantly challenge the school and hold senior leaders to account for pupils' outcomes. Governors measure the impact of leaders' actions carefully through regular visits and challenging the information they receive. They know their school very well.

Leaders and managers have worked effectively to improve the quality of teaching, learning and assessment. As a result, pupils in key stage 1 and key stage 2 are currently making good progress, particularly in reading and mathematics. ...Children in the early years make a good start to their education.

They are immediately given the support and guidance needed to ensure that they make the best progress possible, particularly in speech and language development. Leaders and staff have planned a curriculum that focuses on pupils' interests as well as their needs. Pupils play an active role in how the curriculum is developed.

As a result, pupils speak very positively about its impact on their enjoyment of learning. Pupils' behaviour and attitude towards learning are good and they show a high level of respect for everyone in school. The least able pupils, including the least able disadvantaged pupils, make stronger progress in mathematics and reading overall.

However, at lower key stage 1 in writing, least able pupils are not consistently making the most progress possible. This is because opportunities to extend and challenge pupils' learning are not fully exploited. The work the school does around pupils' welfare and personal development is particularly strong.

Within the school, there is a strong sense of community and pupils are extremely supportive of each other. Leadership roles and responsibilities are being successfully developed across the school. However, for middle leaders further support is needed to extend their work at a more whole-school level.

Most pupils have good attendance. A small proportion of pupils, however, require ongoing support to ensure that their attendance improves.

Information about this school

Seghill First School is a smaller-than-average first school and almost all pupils are White British.

The school is not subject to the government's floor standards as pupils leave the school at the end of Year 4. The proportion of pupils who are supported for their SEN and/or disabilities is above the national average. The proportion of pupils known to be eligible for free school meals is well above the national average.