Seal Primary School, Selsey Closed - for academy March 31, 2012
phone: 01243 *** ***
headteacher: Mrs Linda Reynolds
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- Close date
- March 31, 2012
- Reason closed
- For Academy
- OSGB coordinates
- Easting: 485640, Northing: 93194
- GPS coordinates
- Latitude: 50.732, Longitude: -0.78789
- Accepting pupils
- 5—11 years old
- Ofsted last inspection
- Nov. 16, 2011
- Region › Const. › Ward
- South East › Chichester › Selsey South
- Town and Fringe - less sparse
- Seal Primary Academy PO200BN (384 pupils)
- 0.2 miles Medmerry Primary School PO200QJ
- 0.2 miles Medmerry Primary School PO200QJ (210 pupils)
- 0.3 miles Manhood Community College PO209EH
- 0.3 miles The Academy, Selsey PO209EH (527 pupils)
- 0.4 miles The Acorns School PO200JG
- 2.9 miles Sidlesham Primary School PO207NL (129 pupils)
- 4.3 miles East Wittering Community Primary School PO208NH (237 pupils)
- 4.5 miles Rose Green Infant School PO213LW (293 pupils)
- 4.6 miles Rose Green Junior School PO213NA (371 pupils)
- 4.7 miles Birdham CofE Primary School PO207HB (150 pupils)
- 5.6 miles Nyewood CofE Junior School PO215NW (301 pupils)
- 5.7 miles Western Area Pupil Referral Unit PO206JR
- 5.7 miles Nyewood CofE Infant School, Bognor Regis PO215NW (237 pupils)
- 5.9 miles North Mundham Primary School PO201LA (208 pupils)
- 5.9 miles Michael Ayres Junior School PO215EZ
- 5.9 miles Glade Infant School, Bognor Regis PO215LQ
- 5.9 miles West Wittering Parochial Church of England School PO208AJ (107 pupils)
- 5.9 miles Southway Primary School PO215EZ
- 5.9 miles Southway Primary School PO215EZ (666 pupils)
- 6 miles The Regis School PO215LH
- 6 miles The Regis School PO215LH (1372 pupils)
- 6.1 miles Bognor Regis Nursery School PO212TB (128 pupils)
- 6.3 miles St Mary's Catholic Primary School PO211DJ (259 pupils)
|Inspection date(s)||November 2011|
Seal Primary School
|Unique Reference Number||125852|
|Local Authority||West Sussex|
|Inspection dates||November 2011|
|Report ing inspector||Julie Sackett|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||352|
|Appropriate authority||The governing body|
|Chair||John Fitzpatrick and Tom Bromfield (Co-Chairs)|
|Date of prev ious school inspection||May 2009|
|School address||East Street|
|Telephone number||01243 602746|
|Fax number||01243 605278|
|Inspection report:||November 2011||2 of 14|
|Inspection report:||November 2011||3 of 14|
This inspection was carried out by three additional inspectors. The team observed 17
lessons taught by 14 teachers. Discussions were held with senior staff, teachers,
members of the governing body, parents, carers and pupils. Inspectors observed the
school’s work and looked at documentation including the school’s improvement plan,
policies and records of pupils’ progress and attainment. The inspection team
considered 62 questionnaires from parents and carers, as w ell as questionnaires from
staff and pupils.
The inspection team reviewed many aspects of the school’s work. It looked in detail
at a number of key areas.
- The effectiveness of systems to ensure that increased attainment at the end of
Key Stage 2 in 2011 is sustained and improved upon in 2012 and beyond.
- The consistency of teaching and learning across the school and how effectively
assessment is used to ensure that all pupils are challenged to do their best in
their thinking and learning.
- The school’s capacity to secure sustained improvements in teaching, learning
and pupils’ progress, as demonstrated by leaders at all levels, including subject
leaders and the governing body.
Information about the school
The school is larger than average. The proportion of pupils known to be eligible to
receive free school meals is below the national average. The proportion of pupils
with special educational needs and/or disabilities is above average. The majority of
pupils are of White British background. The proportion of pupils who speak English
as an additional language is lower than the national average. The number of pupils
who join or leave the school part-way through their education is above the national
average. The school has a range of awards, including Activemark and Healthy
Schools status. There is a children’s centre on site which is not managed by the
governing body and was not part of this inspection.
|Inspection report:||November 2011||4 of 14|
|Overall effectiveness: how good is the school?||3|
|The school’s capacity for sustained improvement||3|
Seal Primary is a satisfactory and improving school where pupils are happy and
secure. It has a number of strengths. Good quality provision in the well-led Early
Years Foundation Stage means children get off to a good start in the school. Pupils
enjoy school, have a good understanding of how to lead a healthy lifestyle and feel
very safe because they know that adults will look after them. Their positive attitudes
to learning are reflected in improved attendance rates, which are now in line with the
national average. Parents and carers are supportive of the school with one parent’s
comment summing up the views of others: ‘My child is always happy and pleased to
go to school’, while another said, ‘We are really happy with the school and all that is
being done to improve things.’
The progress made by pupils, including those with special educational needs and/or
disabilities, is satisfactory overall, although there is some unevenness in the progress
they make in different year groups. This reflects variation in the quality of teaching.
Attainment is rising so that, by the time pupils leave Year 6, their attainment is close
to national expectations in English and mathematics, showing a marked improvement
on previous years as a result of the school’s successful drive to improve standards.
Inspection activities, including lesson observations and work scrutiny, combined with
the school’s own pupil tracking, indicate that recently improved attainment at the
end of Key Stage 2 is likely to be sustained in 2012 and beyond. Pupils’ performance
in mathematics is consistently better than that in English so that, although the school
continues its drive to raise standards in both English and mathematics, English is the
Since the last inspection, school leaders have begun to develop the curriculum so
that it is more interesting and creative and they have successfully helped some
teachers to improve. As a result, the quality of teaching is satisfactory, and some
teaching is good. In the better lessons, pupils make good progress because teachers
use confident subject knowledge to actively engage pupils. Good use is made of
assessment information to ensure all pupils are appropriately challenged to do their
best. Where teaching is less effective, information from assessment is not always
used as well as it could be to help pupils to understand what they need to do to
move their learning to the next level, to match activities to pupils’ differing needs and
to ensure that the pace of learning is always rapid enough. As a result, pupils’
interest and engagement in these lessons dips and they make slower progress.
Learning objectives generally lack sharpness so that marking is not always
sufficiently focused to help pupils to understand how they can improve.
|Inspection report:||November 2011||5 of 14|
A robust tracking system has been developed which is used well to monitor pupils’
progress and successfully target interventions. Improvements have been based on
accurate self-evaluation, followed up by sound strategies for school development.
Governors’ roles have developed well since the last inspection. They provide
appropriate support and challenge for the school and have a secure picture of the
school’s strengths and development needs. Rates of improvement have been steady
and, more recently, the pace of progress has accelerated, although there is still more
to be done to ensure consistency of practice across the school. As a result, the
capacity to sustain improvement and make further gains is satisfactory.
Up to 40% of the schools whose overall effectiveness is judged satisfactory may
receive a monitoring visit by an Ofsted inspector before their next section 5
What does the school need to do to improve further?
- Raise attainment and accelerate progress, especially in English, by:
ensuring that all teachers consistently use assessment information to
match work more accurately to pupils’ learning needs and secure
consistently high expectations in lessons
providing more sharply focused learning objectives and regularly providing
pupils with good quality written and oral feedback, linked to learning
objectives, so that pupils understand how well they are doing and what
they need to do to improve.
- Increase the proportion of good teaching to 75% by December 2012 by:
increasing the pace of learning in lessons and raising the level of challenge
for all pupils
enhancing teachers’ understanding of what pupils need to know and
understand in order to move on to the next level in their learning
modifying teaching input in response to pupils’ contributions so that pupils
are actively involved in learning and their engagement in lessons is
Pupils are polite, welcoming and proud of their school. Pupils’ social and moral
development is satisfactory. They have a clear sense of fairness and told inspectors
that they are well cared for by adults. Different groups mix well together, including
those who join part-way through their education, so that the school is a cohesive
community. The school has been successful in improving pupils’ behaviour. This is
reflected in the increasingly positive reputation the school has in the local area.
Behaviour in lessons seen during the inspection was never less than satisfactory and
was often good. However, at lunchtime, behaviour was boisterous at times with
some adults not directing pupils to more acceptable and useful play activities. Pupils
take on a range of roles responsibly, including membership of the school council and
acting as community wardens. Pupils respond positively to opportunities to reflect, as
seen, for example, in their enthusiastic singing in assemblies. The school currently
provides pupils with too few opportunities to develop their awareness and
understanding of different cultures and beliefs within the United Kingdom and
internationally but plans are advanced to develop these further. Pupils’ good
knowledge of how to live healthily, as well as their enjoyment of sports opportunities,
is reflected in the school’s Healthy School status and Activemark. Satisfactory
achievement and average attendance levels mean that pupils are adequately
prepared for their future learning.
Children’s skills and understanding when they enter the school vary but are typically
below national expectations. All groups of pupils make satisfactory progress overall
from the time they enter the school to the end of Key Stage 2. Pupils higher up in
the school need to catch up from previous underachievement in Key Stage 2. This is
being successfully addressed through the use of ability sets for mathematics and
English, and through the use of target groups. Pupils make faster progress in lessons
in which they are engaged and where they are given responsibility for their learning.
For example, in a good English lesson in Year 6, pupils worked together very well as
a team, demonstrating good cooperation and collaboration skills to successfully
formulate a bid to fund a proposed development. Increased opportunities for pupils
to be more actively involved in lessons are beginning to develop pupils’ confidence,
so that many are now able to work independently of adult support at times.
However, there are many missed opportunities for pupils to be more actively
engaged in their learning and this limits their progress.
|Outcomes for individuals and groups of pupils||3|
|Inspection report:||November 2011||6 of 14|
These are the grades for pupils’ outcomes
|Pupils’ achievement and the extent to which they enjoy their learning |
Taking into account:
The quality of pupils’ learning and their progress
The quality of lear ning for pupils with special educational needs and/or disabilities
and their progress
|The extent to which pupils feel safe||2|
|Pupils’ behav iour||3|
|The extent to which pupils adopt healthy lifesty les||2|
|The extent to which pupils contribute to the school and wider community||3|
|The extent to which pupils develop workplace and other skills that will |
contribute to their future economic well-being
Taking into account:
The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average;
and 4 is low
|Inspection report:||November 2011||7 of 14|
|The extent of pupils’ spiritual, moral, social and cultural development||3|
How effective is the provision?
Good teaching was seen in half of the lessons observed during the inspection. In
these lessons, teachers make effective use of time so that lessons move with good
pace and all groups of pupils are challenged to do their best. Teachers clearly
identify the skills or new knowledge pupils are to learn, and the activities to support
this, and actively use assessment to respond to pupils’ needs during the lesson. For
example, in a good Year 3 lesson, pupils were effectively helped to evaluate and
improve their own work, so that one pupil was able to write, ‘Soon the air was full of
grey toxic ash and I felt that I was going to die because of the poisoned ash cloud.’
However, the quality of teaching is not consistent. For example, in some lessons too
little is expected of the pupils and, in these cases, they make slower progress. The
marking of workbooks seen by inspectors was up to date. In many cases, however,
comments were too general to enable pupils to improve their work further. Teaching
assistants contribute well in many lessons, where they have a clear understanding of
their role and of the learning expectations of the pupils. However, in some lessons
their role is minimal, so that opportunities are missed to accelerate the progress
made by some groups.
There are increased opportunities in the curriculum for pupils to apply their basic
skills in a range of different subject areas. These relatively recent developments are
not yet fully established and are not fully reflected in pupils’ learning. Pupils enjoy a
good range of clubs and educational visits and visitors give additional depth to pupils’
learning. The school provides satisfactory standards of care and support for pupils
and their families. This is appreciated by parents and carers. For example, one
parent wrote, ‘My child has thrived and I am pleased with the progress she has made
both socially and academically.’ Targeted support for individual pupils is successfully
improving their attitudes to learning and contributing to their satisfactory
These are the grades for the quality of provision
|The quality of teaching |
Taking into account:
The use of assessment to support learning
|The extent to which the curriculum meets pupils’ needs, including, where |
relevant, through partnerships
|The effectiveness of care, guidance and support||3|
How effective are leadership and management?
The headteacher, ably supported by her deputy headteacher and other senior
leaders, provides a determined and positive steer to the work of the school, so that
|Inspection report:||November 2011||8 of 14|
the impact of leadership and management is satisfactory. The school has accurately
identified priorities for development and, while the pace of development has been
relatively slow in the past, the impact of improvements is now becoming evident, for
example, in improved attainment at the end of Key Stage 2. Monitoring procedures
are secure and the establishment of a robust pupil tracking system has been
particularly successful in ensuring that the school has an accurate picture of the
quality of teaching across the school and the rates of pupil progress.
The governing body’s role has developed since the time of the last inspection and it
supports the school well. It possesses relevant skills, is well organised and
knowledgeable about the school, including information on pupils’ attainment and
progress. The governing body regularly takes part in training and is fully aware of its
statutory responsibilities. Safeguarding procedures are sound so that pupils are safe
and secure. However, reporting and record keeping procedures are not always
sufficiently systematic and rigorous.
The promotion of community cohesion is satisfactory. The school has a secure
understanding of the social, ethnic and religious community is serves. Within the
school, the promotion of community cohesion is good. The school has plans to
ensure that pupils’ understanding of the diversity of different communities, both
within the United Kingdom and abroad, is improved. The school adequately promotes
equality of opportunity and promptly tackles any instances of discrimination.
These are the grades for leadership and management
|The effectiveness of leadership and management in embedding ambition and |
driv ing improvement
Taking into account:
The leadership and management of teaching and learning
|The effectiveness of the governing body in challenging and support ing the |
school so that weaknesses are tackled decisively and statutory responsibilities
|The effectiveness of the school’s engagement with parents and carers||3|
|The effectiveness of partnerships in promoting learning and well-being||3|
|The effectiveness with which the school promotes equality of opportunity and |
|The effectiveness of safeguarding procedures||3|
|The effectiveness with which the school promotes community cohesion||3|
|The effectiveness with which the school deploys resources to achieve value for |
Early Years Foundation Stage
Children get off to a good start in the Reception Year. The school has successfully
established a welcoming and safe environment. This means that children settle
|Inspection report:||November 2011||9 of 14|
quickly and develop secure and trusting relationships with adults. The school builds
and maintains good relationships with parents and carers. One parent wrote, ‘The
school has been brilliant in the way it has helped my child to settle into school.’
Children make good progress because of good quality teaching, so that attainment
by the time they leave the Early Years Foundation Stage is broadly average.
Assessment is used effectively to evaluate children’s understanding and plan their
next steps in learning. Activities are well planned to interest the children and meet
their individual needs. As a result, children are eager to learn and they behave very
well. For example, two children listened attentively to an adult explaining how to
make a rocket with modelling clay, and went on to successfully and proudly produce
their own versions.
The learning areas are bright and well equipped, including the outdoor areas.
Children enjoy their learning and there are many opportunities for them to work
independently and in groups, with adults on hand to offer guidance and support. At
times, however, activities in the outdoor area are not always consistently focused on
learning, so that the progress made by the children slows. Adults work well as a
team and consistently effective interaction between adults and children supports
their good progress. Children with special educational needs and/or disabilities make
similarly good progress to that of their peers because adults understand their needs
well and inclusion is good. For example, one child made good progress in the
development of cooperation and fine motor skills when he was skilfully supported to
use a funnel to pour coloured water into a container. He then went on to happily
share his achievements with a friend. The Early Years Foundation Stage leader is
providing effective leadership which is accurately focused on the next steps that will
bring about further improvement.
These are the grades for the Early Years Foundation Stage
|Overall effectiveness of the Early Years Foundation Stage |
Taking into account:
Outcomes for children in the Early Years Foundation Stage
The quality of provision in the Early Years Foundation Stage
The effectiveness of leadership and management of the Early Years Foundation
Views of parents and carers
The proportion of Ofsted questionnaires completed was below the national average.
Of these, the very large majority of parents and carers are supportive of the school,
say that their children enjoy school and are kept safe. A number of concerns related
to behaviour. Evidence considered by inspectors indicated that behaviour had
improved since the last inspection. During the inspection, pupils behaved well in
lessons and when moving around the school. However, some examples of boisterous
behaviour were observed during the lunchtime break.
|Inspection report:||November 2011||10 of 14|
Responses from parents and carers to Ofsted’s questionnaire
Ofsted invited all the registered parents and carers of pupils registered at Seal Primary School to
complete a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agreed with 13
statements about the school.
The inspection team received 62 completed questionnaires by the end of the on-site inspection. In
total, there are 352 pupils registered at the school.
The table above summarises the responses that parents and carers made to each statement. The
percentages indicate the proportion of parents and carers giving that response out of the total number
of completed questionnaires. Where one or more parents and carers chose not to answer a particular
question, the percentages will not add up to 100%.
|My child enjoys school||42||68||12||19||7||11||0||0|
|The school keeps my child |
|The school informs me about |
my child’s progress
|My child is making enough |
progress at this school
|The teaching is good at this |
|The school helps me to |
support my child’s learning
|The school helps my child to |
have a healthy lifestyle
|The school makes sure that |
my child is well prepared for
the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or entering
|The school meets my child’s |
|The school deals effectively |
with unacceptable behaviour
|The school takes account of |
my suggestions and
|The school is led and |
|Overall, I am happy with my |
child’s experience at this
|Inspection report:||November 2011||11 of 14|
What inspection judgements mean
|Grade 1||Outstanding||These features are highly effective. An outstanding |
school provides exceptionally well for all its pupils’ needs.
|Grade 2||Good||These are very positive features of a school. A school |
that is good is serving its pupils well.
|Grade 3||Satisfactory||These features are of reasonable quality. A satisfactory |
school is providing adequately for its pupils.
|Grade 4||Inadequate||These features are not of an acceptable standard. An |
inadequate school needs to make significant
improvement in order to meet the needs of its pupils.
Ofsted inspectors will make further visits until it
Overall effectiveness of schools
|Overall effectiveness judgement (percentage of schools)|
|Type of school||Outstanding||Good||Satisfactory||Inadequate|
|Pupil referral |
New school inspection arrangements were introduced on 1 September 2009. This means that
inspectors now make some additional judgements that were not made previously.
The data in the table above are for the period 1 September 2010 to 08 April 2011 and are consistent
with the latest published official statistics about maintained school inspection outcomes (s ee
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Percentages are rounded and do not always add exactly to 100.
Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in
secondary schools, special schools and pupil referral units.
|Inspection report:||November 2011||12 of 14|
Common terminology used by inspectors
Achievement: the progress and success of a pupil in their
learning, development or training.
Attainment: the standard of the pupils’ work shown by test and
examination results and in lessons.
Capacity to improve: the proven ability of the school to continue
improving. Inspectors base this judgement on what
the school has accomplished so far and on the
quality of its systems to maintain improvement.
Leadership and management: the contribution of all the staff with responsibilities,
not just the headteacher, to identifying priorities,
directing and motivating staff and running the
Learning: how well pupils acquire knowledge, develop their
understanding, learn and practise skills and are
developing their competence as learners.
Overall effectiveness: inspectors form a judgement on a school’s overall
effectiveness based on the findings from their
inspection of the school. The following judgements,
in particular, influence what the overall
effectiveness judgement will be.
- The school’s capacity for sustained
- Outcomes for individuals and groups of
- The quality of teaching.
- The extent to which the curriculum meets
pupils’ needs, including, where relevant,
- The effectiveness of care, guidance and
Progress: the rate at which pupils are learning in lessons and
over longer periods of time. It is often measured
by comparing the pupils’ attainment at the end of a
key stage with their attainment when they started.
|Inspection report:||November 2011||13 of 14|
18 November 2011
Inspection of Seal Primary School, Selsey, West Sussex PO20 0BN
You may remember that three inspectors came to visit your school very recently.
Thank you for making us feel welcome. We enjoyed our visit and I am writing to tell
you what we found out about your school. You go to a school that continues to
provide you with a satisfactory education, which means that it does some things well
but some things need to be improved.
- Children get off to a good start in Reception Year, making good progress
because they are taught well and good provision is made for them.
- Adults in your school look after you well so that you feel very safe.
- You have a good knowledge of how to keep healthy.
- You are polite and respectful to visitors and generally behave well, especially in
- You make satisfactory progress and leave school with results which are very
much like those of pupils in the country as a whole.
We have asked the school to do two things to help it to improve even further.
- We want you to do even better in your learning, especially in English. We have
therefore asked the school to make sure that you are always given tasks that
suit individual needs and challenge you to do your best.
- We want the school to make sure that teaching improves to help you to do your
very best and reach higher standards.
All the adults are working very hard to make your school better and better. You can
help by working hard, too, and doing your best to come to school every day.
|Inspection report:||November 2011||14 of 14|