School etc

Seaton Sluice First School

Seaton Sluice First School
Granville Avenue
Seaton Sluice
Whitley Bay
Tyne and Wear

phone: 0191 2371839

headteacher: Mrs G Love


school holidays: via Northumberland council

177 pupils aged 2—8y mixed gender
150 pupils capacity: 118% full

90 boys 51%


85 girls 48%

≤ 244a44b44c45y116y127y228y13

Last updated: June 20, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 433837, Northing: 576132
GPS coordinates
Latitude: 55.078, Longitude: -1.4716
Accepting pupils
3—9 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Oct. 5, 2010
Region › Const. › Ward
North East › Blyth Valley › Hartley
Town and Fringe - less sparse
Free school meals %

rooms to rent in Whitley Bay

Schools nearby

  1. 1 mile Seaton Sluice Middle School NE264JS (288 pupils)
  2. 1.6 mile Whitley Lodge First School NE263HW (287 pupils)
  3. 1.6 mile Holywell Village First School NE250LN (162 pupils)
  4. 1.9 mile Coquet Park First School NE261TQ (188 pupils)
  5. 1.9 mile Seaton Terrace Nursery School NE250BH
  6. 2 miles Southridge First School NE259UD (344 pupils)
  7. 2.1 miles Whitley Bay High School NE259AS (1594 pupils)
  8. 2.1 miles New Hartley First School NE250RD (151 pupils)
  9. 2.2 miles Valley Gardens Middle School NE259AQ (724 pupils)
  10. 2.2 miles Whytrig Community Middle School NE250BP (181 pupils)
  11. 2.2 miles Astley Community High School NE250BP (609 pupils)
  12. 2.4 miles Marine Park First School NE261LT (518 pupils)
  13. 2.5 miles Seaton Delaval First School NE250EP (228 pupils)
  14. 2.6 miles Day Tutorial Unit NE258AD
  15. 2.6 miles Monkseaton Village First School NE258BN
  16. 2.7 miles South Wellfield First School NE259QL (337 pupils)
  17. 2.7 miles Wellfield Middle School NE259QW (300 pupils)
  18. 2.7 miles Blyth South Beach First School NE243PX
  19. 2.7 miles Wellesley Community Home NE243PF
  20. 2.8 miles Monkseaton Middle School NE258JN (323 pupils)
  21. 2.9 miles Appletree Gardens First School NE258XS (308 pupils)
  22. 2.9 miles Marden Bridge Middle School NE258RW (459 pupils)
  23. 3 miles Rockcliffe First School NE262NR (285 pupils)
  24. 3 miles Langley First School NE259DF (357 pupils)

List of schools in Whitley Bay

Seaton Sluice First School

Inspection report

Unique Reference Number 122234
Local Authority Northumberland
Inspect ion number 359197
Inspect ion dates 5–6 October 2010
Report ing inspector Carole Snee

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary
School category Community
Age range of pupils 3–9
Gender of pupils Mixed
Nu mber of pupils on the school roll 149
Appropriate authority The governing body
Chair Mr David Campbell
Headteacher Mrs Gillian Love
Date of prev ious school inspection Not previously inspected
School address Granville Avenue
Seaton Sluice, Whitley Bay
Tyne and Wear NE26 4BX
Telephone number 0191 237 1839
Fax number 0191 298 0413
Email address reveal email: adm…
Age group 3–9
Inspect ion dates 5–6 October 2010
Inspect ion number 359197


This inspection was carried out by two additional inspectors. Ten lessons were observed,
which were taught by nine teachers. Work from all classes was scrutinised and meetings
were held with groups of pupils, representatives of the governing body and staff. Parents'
and carers' views were sought both inside and outside the school during the inspection.
The views of parents, carers, pupils and staff were also gathered through questionnaires.
Inspectors observed the school's work, and looked at planning, monitoring files and
policies as well as the school's data on attainment and progress. The inspectors analysed
the 85 questionnaires completed by parents and carers.
The inspection team reviewed many aspects of the school's work. It looked in detail at the

  • How leadership and management at all levels contribute to the school's self-
    evaluation, so that strategies for improvement are clearly targeted at greatest need.
  • The effective use of assessment by all staff to inform their planning and teaching.
  • Provision in the Early Years Foundation Stage, to ensure that children are getting
    the best possible start in their school life.

Information about the school

Seaton Sluice is smaller than other first schools nationally. The school is part of the Seaton
Valley Learning Partnership of Schools that consists of eight schools, which provide for
pupils aged three to 18 years. The proportion of pupils known to be eligible for free school
meals is below the national average. The proportion of pupils identified as having special
educational needs and/or disabilities is broadly in line with the national average. There are
currently no pupils with a statement of special educational needs. Almost all of the pupils
are of White British heritage. There are no pupils who speak English as an additional
language. The school has Healthy School status and the Eco award. The majority of
teaching staff work part-time and job share responsibilities.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness: how good is the school? 2
The school's capacity for sustained improvement 2

Main findings

Seaton Sluice First School provides a good standard of education. Pupils say they really
enjoy coming to school and parents and carers are overwhelmingly supportive. Typical of
the views held by parents is, 'My child asks to go to school even on the weekend! She
always says, ''I love big school'' – what more can I say!'
There are outstanding aspects of pupils' personal development. Behaviour, the degree to
which they feel safe, preparation for their next stages in education, the way that they
contribute to school life and the community, and their spiritual, moral, social and cultural
development are all first-rate. These qualities make pupils' outcomes excellent; however,
pupils' learning and progress fluctuate a little throughout the school. These minor patches
of slower progress, particularly within Key Stage 1, do not however detract from the
school's excellent promotion of equal opportunities.
The vast majority of children enter the Nursery with skills and knowledge broadly typical
for their age. Good progress thereafter is demonstrated by the fact that by the end of
Year 4, attainment is high when compared to that expected nationally for pupils of their
age. This all makes pupils' achievement outstanding overall. The quality of teaching is
good with some outstanding features. Interesting lessons are planned from a remarkably
rich and varied curriculum. Pupils are actively involved and assessment is used thoroughly,
in most cases, to check children's understanding and challenge them further.
The headteacher and the deputy headteacher make a strong team with a shared vision
and determination to improve standards even further. Good systems of self-evaluation
allow them to possess a detailed knowledge of the school's strengths and weaknesses.
Very good use has been made of the strong partnerships with other schools to enrich and
strengthen the curriculum. Not least in the excellent opportunities for pupils to relate to
others from different cultures and backgrounds, which enhance strongly their sense of
community cohesion.
The school's good capacity to improve even further is demonstrated by the positive
advances made since its last inspection. Standards are now high and behaviour is
outstanding. The curriculum contains wider horizons for pupils and the Early Years
Foundation Stage has been improved well in the respect of outdoor learning and a general
focus on children initiating their own learning.

What does the school need to do to improve further?

  • Ensure that pupils' progress is consistently at least good throughout the school, by:
    improving the quality and use of assessment, particularly in Key Stage 1
    Inspect ion grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate
    Please turn to the glossary for a description of the grades and inspection terms
    improving the quality and impact of teaching, particularly where responsibilities
    for classes are shared between staff.
Outcomes for individuals and groups of pupils 1

Pupils' attainment is high and their progress is good because lessons have a positive
impact on learning. Pupils behave very well in lessons and are keen to work together to
produce their best work. They listen attentively and are enthusiastic about rising to the
challenges set by ambitious teaching. They respond very well to teachers' questions and
listen to the contributions of others with respect.
All major groups of pupils achieve outstandingly well. There are no particular differences
between the progress of boys and girls, for example. Pupils with special educational needs
and/or disabilities are identified early and supported well by an effective mix of carefully
targeted support. Consequently, they too make good progress. Only occasionally does
progress falter in Years 1 and 2 where some pupils work at tasks that are too easy or too
The many outstanding qualities of pupils' personal development are recognised within the
completed questionnaires that they presented to inspectors. These were extremely
positive and highlighted how much pupils enjoy school. A typical view was that, 'Learning
in this school is fun – but sometimes tricky.' All are convinced that recent developments to
the curriculum make learning more interesting and help them achieve more. They feel
very safe in school and readily take on additional responsibilities to help the school run
smoothly. They also express confidence about moving onto the middle school and feel,
correctly, that they are very well prepared. Their understanding of recycling and its impact
on the planet, as part of their work towards an Eco award, is outstanding. Pupils' excellent
spiritual, moral, social and cultural development is reflected in their extremely positive
attitudes towards school, each other and the world in general.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

These are the grades for pupils' outcomes

Pupils' achievement and the extent to which they enjoy their learning 1
Taking into account:
Pupils' attainment¹
The quality of pupils' learning and their progress 2
The quality of learning for pupils with special educational needs and/or disabilities
and their progress
The extent to which pupils feel safe 1
Pupils' behav iour 1
The extent to which pupils adopt healthy lifestyles 2
The extent to which pupils contribute to the school and wider community 1
The extent to which pupils develop workplace and other skills that will contribute to
their future economic we ll-being
Taking into account:
Pupils' attendance¹
The extent of pupils' spiritual, moral, social and cultural development 1


The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

is low

How effective is the provision?

Teaching is good overall. At its best, learning is planned systematically to include
interesting and challenging tasks that engage the pupils, who consequently work at a brisk
pace and make good progress. Teachers and their assistants motivate pupils well by
identifying and praising their achievements. The school has recently introduced very clear
guidelines for assessing pupils' work. In the best lessons, pupils are given clear
information on how to improve their work.
The new system of assessment is not used so well in every case. This results in some
work being set that does not match pupils' capabilities entirely: interest in work wanes
under these circumstances. This is more often the case where two teachers share the
responsibility for a class. The school appreciates this issue and is working hard to resolve
it. However, there is, on occasions, some slower progress compared to that found in the
most successful lessons.
The outstanding curriculum results in first rate achievement and outcomes generally. It
has been very carefully tailored to provide a wide range of interesting and challenging
activities. Opportunities to use and apply the basic skills of literacy and numeracy are
woven skilfully throughout. Imaginative use is made of information and communication
technology. The school's partnership with other local schools in introducing a new strategy
to improve writing has been very successful, and significantly increased expertise in this

Inspect ion grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Care, guidance and support are good. Adults work hard to foster good relationships with
all children. There are no exclusions and the school has effective links with outside
agencies and neighbouring schools. Support for transition to the middle school is
particularly strong, with visits beginning in Year 2. Staff know the pupils well and provide
any additional help that is required.

These are the grades for the quality of provision

The quality of teaching 2
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 2

How effective are leadership and management?

The headteacher and deputy headteacher work closely with the governing body, which is
knowledgeable and supportive. It is very well led by a chair whose expertise in managing
budgets has already benefited the school considerably. The governors are now, rightly,
focusing on monitoring strategies to improve the consistency of pupils' progress across the
school. Despite some training needed for newly appointed subject managers, leadership at
all levels has the necessary ambition and drive to help make every aspect of the school as
outstanding as the outcomes in pupils' personal development.
Parents and carers are regularly consulted and are encouraged to play a full part in the
learning and personal development of their children. Discrimination is not tolerated and,
notwithstanding some minor differences in pupils' progress, the promotion of equal
opportunities is excellent. The school has developed very productive partnerships with
other organisations and schools that enhance provision for vulnerable pupils and enrich
the curriculum. Community cohesion is outstanding, partly because recent developments
have resulted in pupils having a very strong recognition and respect for those from
different cultures and religions, including those from within their own community.
The school's systems to safeguard pupils are good, with all staff being suitably trained in
all key areas. Even the youngest children are being supported to have a good
understanding of how to keep safe by the use of two 'safety checkers' to make daily
checks in the Early Years Foundation Stage.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambit ion and driving
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 met
The effectiveness of the school's engagement with parents and carers 2
The effectiveness of partnerships in promoting learning and well-being 1
The effectiveness with which the school promotes equality of opportunity and tackles
discriminat ion
The effectiveness of safeguarding procedures 2
The effectiveness with which the school promotes community cohesion 1
The effectiveness with which the school deploys resources to achieve value for money 2

Early Years Foundation Stage

Children's confidence grows enormously as soon as they enter school. They become keen
explorers and learners in both classes. Consistently good teaching enables children to
progress well and reach above expected levels by the end of Reception.
Children acquire the skills they need for the future well. These are developed through the
consistent use of routines, in both Nursery and Reception. Children are given responsibility
for small tasks and allowed to initiate their own activities, which fosters their ability to
make appropriate decisions and choices. Very good use is made of the outdoor
environment, which provides a wide range of stimulating activities - making rock pools and
building large constructions are firm favourites. Children demonstrate how to stay safe
and healthy through their very good behaviour.
The good leadership of the Early Years Foundation Stage takes every opportunity to refine
and enhance practice further. The curriculum, for example, has improved the development
of personal and social skills, which are at the heart of all developments. This was
exemplified wonderfully when a child working in the cafe could not remember how to
write his full name; immediately another child working alongside him said, 'Don't worry –
it's on your name tag – I'll go and get it for you.'
Assessment is increasingly being used effectively throughout by all staff, who monitor and
record children's progress well. Staff work very well together so that provision is closely
matched to the needs of individuals. Transition arrangements are strong and these are
closely linked to the good relationships with parents and carers.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

These are the grades for the Early Years Foundation Stage

Overall effectiveness of the Early Years Foundation Stage 2
Taking into account:
Outcomes for children in the Early Years Foundation Stage
The quality of provision in the Early Years Foundation Stage 2
The effectiveness of leadership and management of the Early Years Foundation

Views of parents and carers

The large majority of parents and carers that responded to the inspection questionnaire
are pleased with the school's work. They report that their children enjoy school, the
teaching is good and that their children are kept safe. A very large majority feel that their
children are making enough progress and that they are well prepared for the future. Small
numbers of parents and carers raised concerns about the school keeping them informed
about their child's progress, the help they receive from the school to support their child's
learning, and how well the school was led and managed. Inspectors found that these
aspects were good but that the school is vigilant and is willing to listen to any misgivings
from parents and carers. A very small minority also expressed concerns with the large size
of some classes, particularly in the Early Years Foundation Stage. Evidence during the
inspection showed that although registration groups are large, the actual teaching groups
are much smaller, and meet the needs of the children very effectively.

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Seaton Sluice First 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 85 completed questionnaires by the end of the on-site inspection. In total,
there are 149 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%.

Statements Strongly
Agree Disagree Strongly
Total % Total % Total % Total %
My child enjoys school 64 75 20 24 1 1 0 0
The school keeps my child
61 72 22 26 1 1 0 0
My school informs me about
my child's progress
41 48 36 42 5 6 0 0
My child is making enough
progress at this school
49 58 28 33 3 4 1 1
The teaching is good at this
55 65 26 31 0 0 0 0
The school helps me to
support my child's learning
43 51 32 38 6 7 0 0
The school helps my child to
have a healthy lifestyle
47 55 36 42 0 0 0 0
The school makes sure that
my child is well prepared for
the future (for example
changing year gr oup,
changing school, and for
children who are finishing
school, entering further or
higher education, or entering
48 56 31 36 2 2 0 0
The school meets my child's
particular needs
46 54 32 38 3 4 0 0
The school deals effectively
with unacceptable behaviour
32 38 43 51 5 6 1 1
The school takes account of
my suggestions and concerns
33 39 39 46 10 12 0 0
The school is led and
managed effectively
43 51 27 32 13 15 1 1
Overall, I am happy with my
child's experience at this
55 65 26 31 3 4 0 0


What inspection judgements mean

Grade Judgement Description
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 improves.

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 58 36 4 2
Primary schools 8 43 40 9
Secondary schools 10 35 42 13
Sixth forms 13 39 45 3
Special schools 33 42 20 4
Pupil referral units 18 40 29 12
All schools 11 42 38 9

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 2009 to 31 March 2010 and are the most
recently published data available (see Please note that the sample of schools
inspected during the autumn and spring terms 2009/10 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. Secondary school figures include those that
have sixth forms, and sixth form figures include only the data specifically for sixth form inspection

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 school.
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 pupils.
The quality of teaching.
The extent to which the curriculum meets
The effectiveness of care, guidance and
pupils' needs, including, where relevant,
through partnerships.
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.

7 October 2010
Dear Pupils

Inspection of Seaton Sluice First School, Whitley Bay NE26 4BX

My colleague and I agree with what you told us loud and clear in your questionnaires –
you have a good school! We very much enjoyed meeting you and talking to you,
especially when you were telling us all about your fun lessons and how well your teachers

and helpers look after you. We saw how well you behave and how kind you are to each

other. We really enjoyed observing the Reception and Nursery children making watery
rock pools and digging in the mud. As for 'The Corpse Bride', what fantastic paintings! You
learn such a lot in your school that, by the time you leave, you know a lot more than other
children who are the same age as you.
By way of improvements to the school, I have asked your headteacher and the governing
body to make sure that your learning and progress are consistently good throughout the
school. This applies particularly to those of you in Years 1 and 2. Teaching in that part of
the school needs to assess in more detail what learning is successful and how
improvements can be made. Teachers who work with classes for part of the week should
work even more closely together so that you have really good lessons all the time.
You have a lot of teachers in your school who work hard to make it a great place to be;
your attendance is getting better and better, so we know you must be enjoying it. Keep
trying to do your best at all times, so that you can make everyone even more proud of
Yours sincerely

Mrs Carole Snee
Lead inspector


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