School etc

Staithes, Seton Community Primary School

Staithes, Seton Community Primary School
Seaton Close
North Yorkshire

phone: 01947 840257

headteacher: Mrs Ros Barningham


school holidays: via North Yorkshire council

95 pupils aged 2—10y mixed gender
105 pupils capacity: 90% full

50 boys 53%


45 girls 47%

≤ 273y34c35y46y57y58y89y410y6

Last updated: June 20, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 478355, Northing: 518027
GPS coordinates
Latitude: 54.551, Longitude: -0.7901
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
July 10, 2013
Region › Const. › Ward
Yorkshire and the Humber › Scarborough and Whitby › Mulgrave
Town and Fringe - less sparse
Free school meals %

rooms to rent in Saltburn-By-The-Sea

Schools nearby

  1. 1.1 mile Oakridge Community Primary School TS135HA (44 pupils)
  2. 4.1 miles Loftus Junior School TS134RJ
  3. 4.1 miles Hummersea Primary School TS134XD (173 pupils)
  4. 4.1 miles Saint Joseph's Roman Catholic Primary School TS134PZ (213 pupils)
  5. 4.1 miles Rosecroft School TS134PZ
  6. 4.1 miles Saint Joseph's Roman Catholic Primary School TS134PZ (213 pupils)
  7. 4.2 miles Harry Dack Infant School TS134RL
  8. 4.2 miles Handale Primary School TS134RL (257 pupils)
  9. 4.7 miles Whitecliffe Primary School TS134AD (126 pupils)
  10. 4.9 miles Lythe Church of England Voluntary Controlled Primary School YO213RT (101 pupils)
  11. 5.8 miles Badger Hill Primary School TS122XR (228 pupils)
  12. 5.9 miles East Cleveland School TS122UE
  13. 6.4 miles Warsett School TS122SJ
  14. 6.4 miles Millholme School TS122UW
  15. 6.4 miles Freebrough Specialist Engineering College TS122SJ
  16. 6.4 miles Freebrough Academy TS122SJ (680 pupils)
  17. 6.5 miles St Peter's Church of England Voluntary Controlled Primary School, Brotton TS122UW (327 pupils)
  18. 6.5 miles Kilton Thorpe School TS122UW
  19. 6.5 miles K.T.S. Academy TS122UW (146 pupils)
  20. 6.6 miles Lealholm Primary School YO212AQ (34 pupils)
  21. 7 miles Lingdale Primary School TS123DU (86 pupils)
  22. 7.2 miles Skelton-In-Cleveland Infant School TS122LR
  23. 7.2 miles Skelton-In-Cleveland Junior School TS122LR
  24. 7.2 miles Skelton Primary School TS122LR

List of schools in Saltburn-By-The-Sea

School report

Staithes, Seton Community Primary


Seaton Close, Staithes, Saltburn-By-the-Sea, North Yorkshire, TS13 5AU

Inspection dates 10–11 July 2013
Overall effectiveness This inspection: Outstanding 1
Previous inspection: Outstanding 1
Achievement of pupils Outstanding 1
Quality of teaching Outstanding 1
Behaviour and safety of pupils Outstanding 1
Leadership and management Outstanding 1

Summary of key findings for parents and pupils

This is an outstanding school.

Children are given an excellent start to their
Pupils continue to make outstanding progress
Teaching is consistently outstanding as
Highly-skilled teaching assistants support
time in school in the warm and welcoming
Early Years Foundation Stage. Children make
outstanding progress due to exciting
opportunities for learning, with a strong
emphasis on promoting their personal
development and speaking and listening
across the school because the school meets
the needs of all pupils exceptionally well.
Consequently, they reach standards that are
above average by the time they leave the
school in Year 6, although standards in
writing are relatively weaker.
teachers inspire pupils to learn through well-
structured activities. These capture pupils’
imagination and involve them in learning.
Questioning is used exceptionally well to
check on pupils’ understanding. As a result,
they make excellent progress.
pupils very well across the school. They are
particularly effective at working with pupils
with specific needs and these pupils make
outstanding progress.
Pupils’ behaviour is exemplary. They work and
The school’s rich curriculum provides pupils
The headteacher’s strong, determined and
Governors challenge and support the school in
play together in harmony and love coming to
school. Pupils have an excellent knowledge of
how to keep safe in different situations. They
readily take on responsibility and relish
learning together, both in and out of the
with a wide variety of inspirational activities
that promote pupils’ understanding of the
world around them. Spiritual, moral, social and
cultural development is of a high order and
underpins pupils’ learning and their personal
inspirational leadership gives very clear
direction, ensuring that teaching is consistently
outstanding. She is exceptionally well
supported by a highly skilled and committed
team of staff who strive to ensure all pupils
achieve to the highest level.
its drive to be consistently outstanding. They
have a wide range of skills and are very
knowledgeable about their school. They are
also very effective in supporting the school.

Information about this inspection

  • The inspector observed 14 lessons or parts of lessons, of which one was a joint observation with
    the headteacher. He observed groups of pupils working with teaching assistants and specifically
    listened to Year 1 and 2 pupils read.
  • The inspector talked to a range of pupils, including some of the school council, about their work
    and play in the school.
  • Meetings were held with two governors as well as teaching staff, including subject leaders and
    the headteacher. The inspector also had a telephone conversation with a representative from
    the local authority.
  • The inspector took account of 10 responses to the on-line questionnaire (Parent View) when
    planning the inspection. He also examined staff questionnaires and parent questionnaires sent
    out by the school.
  • The inspector observed the work of the school and studied a number of documents including the
    school’s current data about pupils’ progress.
  • The inspector looked at documents relating to safeguarding, including a sample of risk
    assessments, governance, behaviour and attendance. He also looked at a range of other
    evidence including displays, the website and work representing the school’s wider achievements
    beyond the classroom.

Inspection team

David Shearsmith, Lead inspector Additional Inspector

Full report

Information about this school

  • The school is smaller in size than an average-sized primary school.
  • An above average proportion of pupils are known to be eligible for the pupil premium, which is
    additional funding for those pupils who are known to be eligible for free school meals, children
    from service families and those children who are looked after by the local authority.
  • An above average proportion of pupils are supported at school action. An average proportion of
    pupils are supported at school action plus or have a statement of special educational needs.
  • The majority of pupils are of White British Heritage.
  • The government’s current floor standards, which set the minimum expectations for pupils’
    attainment and progress in English and mathematics, do not apply to this school. When results
    are reported at the end of Year 6, the number of eligible pupils has been consistently below 11.
  • The school has achieved the Science Silver Mark, Inclusion Quality Mark and Arts Mark Awards.
  • The Early Years Foundation Stage is currently taught in one class, which includes Nursery and
    Reception children.

What does the school need to do to improve further?

  • Improve standards in writing by:
    ensuring that pupils are consistently given clear points for improvement when their writing is
    marked and then dedicated time to act on the teachers’ comments, so they can reach higher
    levels in their work
    ensuring pupils know how to be successful in their writing so that they can check on their own
    learning and progress and reach higher levels in their writing.

Inspection judgements

The achievement of pupils is outstanding
  • Achievement is outstanding because of the excellent teaching that pupils receive and because
    pupils’ progress set against very challenging targets is tracked meticulously.
  • Most children start school with skills that are below and sometimes well below those typically
    expected for their age. Children often have significant weaknesses in their literacy skills. The
    school puts a strong emphasis on developing speaking and listening skills in the Early Years
    Foundation Stage. This is done with great skill and, consequently, children make outstanding
    progress overall. This is also due to high quality activities, materials and equipment that are
    used very effectively to promote pupils’ learning.
  • Pupils continue to make excellent progress across the school due to consistently outstanding
    teaching and teachers’ high expectations of what all pupils can achieve. By the time pupils leave
    Year 6, standards are above average overall.
  • Standards in mathematics are well above the national average because the school is highly
    effective in teaching mathematics and ensuring that pupils acquire basic calculation skills. The
    school also ensures that pupils can apply these skills to investigations and problem solving.
    Consequently, pupils make outstanding progress.
  • Standards in reading are well above the national average by the time pupils leave Year 6,
    because the school has a systematic approach to the teaching of reading. Pupils love reading
    and they read with expression and accuracy. Phonics (the sounds that letters make) are also
    taught well. Although the school did not perform well in last year’s Year 1 phonics test, this
    year’s results are well above the national average.
  • Standards in writing are relatively weaker. Although children enter the Early Years Foundation
    Stage with literacy skills that are much lower expected for their age, they make outstanding
    progress overall. However, they do not reach the same level in literacy as in other subjects. The
    school has already started to improve standards in writing and there are signs that standards are
    rising rapidly. They are now above the national average in Year 6.
  • Pupils eligible for the pupil premium, including those known to be eligible for free school meals,
    also make outstanding progress. They attain standards well above those of similar pupils
    nationally by two terms overall, particularly in mathematics and reading. The difference between
    those eligible for free school meals and those in school who are not, is closing more quickly in
    mathematics and reading than in writing.
  • Disabled pupils and those with special educational needs make outstanding progress. They
    receive excellent support from highly skilled teaching assistants. Currently, they reach standards
    across the school that are well above those expected of similar pupils nationally.
The quality of teaching is outstanding
  • Teaching is consistently outstanding because teachers plan very effectively to meet pupils’ wide-
    ranging needs. Information and communication technology (ICT) is used exceptionally well to
    promote pupils’ understanding of computer programming and how to use a computer to control
    other devices. For example, in a Year 5 lesson, pupils made shapes by controlling such a device.
    They made outstanding progress in developing their skills, because the teacher was very
    effective at guiding their learning.
  • Mathematics is taught very effectively. Teachers enable pupils to develop their basic calculation
    skills through challenging activities. During a mathematics lesson in a Year3/4 class, for
    example, the teacher planned a very effective session involving multiplication and problem
    solving. Work was planned at an appropriate level for all groups and met pupils’ needs. It was
    also sufficiently challenging to accelerate their progress at a very fast pace. Consequently, pupils
    made outstanding progress.
  • In a Key Stage 1 lesson, pupils wrote an account of their visit to Saltburn. The teacher used
    photographs and very effective questioning that promoted pupils’ speaking, listening and
    observation skills exceptionally well. Outstanding progress was made in this aspect of the lesson.
    However, pupils did not know how to be really successful at writing their account because they
    were not given clear enough success criteria. As a result, some were not sufficiently challenged
    to reach higher levels in their writing.
  • In the Early Years Foundation Stage, children made outstanding progress with their
    understanding of mini-beasts. The teacher very effectively planned the session so that children
    could work independently, collecting and observing mini-beasts. A highly-skilled teaching
    assistant was well deployed supporting other children with their water play. They made excellent
    progress discovering how to enable water to travel some distance using pipes and guttering.
    Throughout both activities, pupils’ speaking and listening skills were also significantly enhanced.
  • Teachers mark pupils’ work thoroughly and give relevant points for improvement. This ensures
    pupils make outstanding progress, particularly in mathematics. The marking of pupils’ writing is
    not always as effective in showing pupils the steps they need to take to improve their writing
    skills. However, where guidance is clear and pupils are given time in the next lesson to act on
    the guidance, for example, in the Year 3/4 class, pupils reached higher levels in their writing.
The behaviour and safety of pupils are outstanding
  • Pupils are unreservedly positive about the school. They say that they very much enjoy coming to
    school to work and play with their friends. They readily volunteer to take on responsibilities.
    Some support other pupils at playtimes as ‘playground buddies’. Older pupils support the
    running of the school acting as monitors during assemblies.
  • The school fosters a real love of learning. Attendance is above average, because pupils very
    much want to come to school to learn. The school rewards good attendance through its ‘house
    point system’ and pupils strive to ensure that they come to school regularly. During the
    inspection, pupils in the Year 1/2 class were elated when they won the prize for 100%
  • Pupils are exceptionally knowledgeable about keeping safe in different situations. The school
    ensures that it includes a range of different activities in its curriculum and through assemblies to
    remind pupils constantly about how to keep safe. Pupils were particularly knowledgeable about
    water safety because they attended an event called ‘Hit the Surf’ where they were given in-
    depth information about all aspects of water safety.
  • The school ensures that pupils know what constitutes bullying. Pupils say that there is no
    bullying of any kind in school, but if it were to occur, they feel confident that staff in the school
    would help them sort it out.
  • A strong emphasis is placed on pupils’ personal development. Pupils’ spiritual, moral, social and
    cultural development is paramount to the work of the school. Pupils have an excellent
    understanding of right and wrong. They work and play together in harmony. Pupils love
    participating in school performances and they sing tunefully. Their confidence is enhanced and
    their personal development enriched by such activities.
  • Pupils work alongside each other very well in lessons as partners and in groups. For example, in
    a lesson involving building a pier, after a visit to Saltburn, pupils worked together exceptionally
    well when making piers from various materials. Their models were very creative and,
    consequently, pupils’ personal development was enhanced, as well as their understanding of
The leadership and management are outstanding
  • The headteacher is very ambitious for the pupils in her care. She wants every pupil to achieve
    exceptionally well. She is very well supported by a skilful and committed team of staff. The
    headteacher rigorously checks on the quality of teaching. There is a strong focus on ensuring
    that all teachers provide pupils with activities that will promote outstanding progress.
  • Performance management is used very effectively to maintain and drive up standards. Teachers
    are set challenging targets and are provided with high quality training and support to help them
    improve the quality of their teaching. They are also appropriately rewarded for their
    performance as leaders and as teachers.
  • The school rigorously checks on the progress that pupils make each term. This ensures that they
    are making the best progress possible. Teachers set challenging targets for their pupils. They
    meet pupils’ needs well and make sure that they are on track to perform as well as they are
    able, thus ensuring that all pupils have equality of opportunity to succeed.
  • The teacher with the responsibility for pupils with special educational needs is very rigorous in
    ensuring that they get the appropriate level of support. She also works with a wide range of a
    support services to meet the complex needs of some pupils. Consequently, they make
    outstanding progress due to this outstanding leadership.
  • The local authority provides light touch support to this outstanding school.
  • The school’s curriculum both in and out of school provides pupils with highly memorable
    experiences and meets their needs exceptionally well. The school has a number of strengths,
    including the teaching of French across the school. Science is also taught extremely well
    throughout the school. Pupils’ experiences are wide and varied due to the visits and visitors that
    the school includes in its curriculum. All these contribute to high levels of achievement in the
    majority of subjects.
  • Pupils’ spiritual, moral, social and cultural experiences are outstanding because they are
    enriched by events such as the cultural week, where they experienced a range of other cultures.
    Pupils also benefit from a wide range of musical and performance experiences. These develop
    pupils’ confidence and the joy of being able to sing and play tunefully. The teacher responsible
    for this area provides outstanding leadership to the school’s performances and pupils’ musical
  • The school’s safeguarding procedures and practices meet requirements.
  • The school is very effective at working with parents, including providing them with ‘Awareness
    Raising Sessions’ regarding the teaching of mathematics, English and science. The school also
    links with the wider community, for example, parents and the school devised a ‘Staithes Trail’
    and produced a pamphlet that explores the history of the village.
  • The school has a wide range of partnerships that enriches the work of the school, including
    strong links with other local schools. This enables the school to share its own expertise as well
    as benefitting from a wider range of expertise.
  • The governance of the school:
    Governors know the school extremely well. They regularly visit the school and check on pupils’
    work in books and the quality of teaching alongside the headteacher. They use performance
    management effectively to challenge the headteacher to maintain the school’s outstanding
    performance. They have a very good understanding of the school’s and national data and are
    well trained. They also use the expertise of individual governors very well, to support the
    school’s overall leadership, by having specific responsibilities, such as safeguarding. Governors
    manage the school’s finances well and use the pupil premium funding to very good effect.
    They appreciate that pupils who are eligible for the funding achieve outstandingly well.

What inspection judgements mean


Grade Judgement Description
Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
Grade 2 Good A good school is effective in delivering outcomes that provide well
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
Grade 3 Requires
A school that requires improvement is not yet a good school, but it
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
Grade 4 Inadequate A school that requires special measures is one where the school is
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.

A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.

School details

Unique reference number 121301
Local authority North Yorkshire
Inspection number 412464

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 3–11
Gender of pupils Mixed
Number of pupils on the school roll 87
Appropriate authority The governing body
Chair Colin Bentley
Headteacher Ros Barningham
Date of previous school inspection 30 September 2008
Telephone number 01947 840257
Fax number 01947 840257
Email address reveal email: adm…


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