Seymour Primary School

Highlights from Latest Inspection

Outcome

Evidence gathered during this ungraded (section 8) inspection suggests that the school's work may have improved significantly across all areas since the previous inspection. The school's next inspection will be a graded inspection.

The co-headteachers of this school are Carol Collins and Emma Eardley. This school is part of The Kemnal Academies Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Karen Roberts, and overseen by a board of trustees, chaired by Gaenor Bagley.

What is it like to attend this school?

Pupils thrive in this warm and friendly school. They are proud to be part of ...its diverse community. Pupils from different backgrounds play together and welcome newcomers.

At the heart of this happy community are the school's values of 'courage, curiosity and compassion'. Pupils learn why these matter and, through their exemplary conduct, demonstrate them across the school. They appreciate how these values help to make the school a kind and considerate place in which to learn.

The school has high expectations for all pupils to achieve the very best they can. These motivate pupils to work with purpose and determination. Across lessons, staff promote the importance of everyone contributing to class discussions.

They teach the importance of persisting when learning is challenging. This supports the highly positive learning ethos found throughout the school, which helps all pupils to achieve exceptionally well. Pupils recognise this, saying the school is a 'great place to learn'.

Success is widely celebrated. The school promotes the importance of pupils taking pride in their achievements. Pupils enjoy sharing examples of their work, which are displayed around the school.

The school regularly shares pupils' individual contributions and successes with parents. Pupils also value the recognition they receive in the keenly anticipated Friday assemblies.

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

The school's curriculum thinking is highly effective.

Across subjects, the order in which pupils learn important knowledge, develop skills and build vocabulary is carefully arranged. Pupils regularly revisit earlier learning, which helps them remember key ideas over time. The curriculum is broad and balanced.

There is a deliberate linking of knowledge between different subjects. This helps to reinforce pupils' understanding of important concepts. From the early years on, the school's rich curriculum supports pupils, including those with special educational needs and/or disabilities (SEND), to develop real understanding across subjects.

Teachers have expert subject knowledge. Across the school, they draw on this to provide precise explanations. They use demonstrations to support these well.

This helps pupils to develop an accurate understanding of new ideas. Teachers promote the use of discussion, which helps pupils to consolidate their thinking. This begins strongly in early years, where staff purposefully develop the language that children need to help them learn.

Staff make effective use of methods to check pupils' understanding. They promptly correct any errors in pupils' thinking. As a result, all pupils achieve exceptionally well.

The needs of pupils with SEND are sharply identified. Staff draw on strategies detailed in 'pupil passports' to make appropriate adaptations to learning activities. In the 'Pod', pupils with more complex SEND or behaviour needs benefit from highly skilled staff who run targeted support programmes.

As a result, pupils with SEND develop increasing independence and make strong progress through the curriculum.

The teaching of reading is exceptional. In early years, skilled teachers support children to learn phonics well.

Prompt, targeted support is used so that anyone struggling with early reading, including older pupils who join the school later, catches up quickly. A broad range of high-quality texts is woven through the wider curriculum. These purposefully develop pupils' reading skills and promote their enjoyment of reading.

Behaviour is exemplary across the school. This begins in early years, where children learn routines that support them to work with others and learn well. Across the school, pupils' behaviour is calm, orderly and respectful.

Pupils enjoy learning and demonstrate impressive learning behaviours. They listen attentively to staff and strive to complete learning activities to a high standard. Pupils value the praise given by staff, which recognises their effort and achievement.

At playtime, pupils play and show consideration towards each other.

The school prepares pupils well for life in modern Britain. It prioritises pupils' learning about the ways in which they can stay safe, including online.

Well-considered opportunities help to build pupils' self-confidence and broaden their horizons. The range of clubs, trips and bespoke opportunities, such as 'Room 13' and 'Bike Shed', provide rich experiences and chances for pupils to develop new skills. A range of meaningful leadership opportunities also provide pupils with experience of responsibility.

Pupils learn about the different cultures represented within the school community. They discuss and debate important issues in the wider world. These help them to develop informed views and to value diversity.

The school rigorously reviews the impact of its work with a sharp focus on whether this is making a positive difference to disadvantaged pupils. It carefully identifies, and makes sure, that changes are sustained across the school. The governors and the trust provide robust challenge and support, which helps to drive improvement.

Teachers enjoy working in the school and appreciate efforts to manage their workload. These help them to focus on teaching well.

Safeguarding

The arrangements for safeguarding are effective.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in December 2018.

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