Staithes, Seton Community Primary School
phone: 01947 840257
headteacher: Mrs Ros Barningham
105 pupils capacity: 90% full
50 boys 53%
45 girls 47%
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 %
- 1.1 mile Oakridge Community Primary School TS135HA (44 pupils)
- 4.1 miles Loftus Junior School TS134RJ
- 4.1 miles Hummersea Primary School TS134XD (173 pupils)
- 4.1 miles Saint Joseph's Roman Catholic Primary School TS134PZ (213 pupils)
- 4.1 miles Rosecroft School TS134PZ
- 4.1 miles Saint Joseph's Roman Catholic Primary School TS134PZ (213 pupils)
- 4.2 miles Harry Dack Infant School TS134RL
- 4.2 miles Handale Primary School TS134RL (257 pupils)
- 4.7 miles Whitecliffe Primary School TS134AD (126 pupils)
- 4.9 miles Lythe Church of England Voluntary Controlled Primary School YO213RT (101 pupils)
- 5.8 miles Badger Hill Primary School TS122XR (228 pupils)
- 5.9 miles East Cleveland School TS122UE
- 6.4 miles Warsett School TS122SJ
- 6.4 miles Millholme School TS122UW
- 6.4 miles Freebrough Specialist Engineering College TS122SJ
- 6.4 miles Freebrough Academy TS122SJ (680 pupils)
- 6.5 miles St Peter's Church of England Voluntary Controlled Primary School, Brotton TS122UW (327 pupils)
- 6.5 miles Kilton Thorpe School TS122UW
- 6.5 miles K.T.S. Academy TS122UW (146 pupils)
- 6.6 miles Lealholm Primary School YO212AQ (34 pupils)
- 7 miles Lingdale Primary School TS123DU (86 pupils)
- 7.2 miles Skelton-In-Cleveland Infant School TS122LR
- 7.2 miles Skelton-In-Cleveland Junior School TS122LR
- 7.2 miles Skelton Primary School TS122LR
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|
|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
| 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.
|David Shearsmith, Lead inspector||Additional Inspector|
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
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.
|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 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.
|Unique reference number||121301|
|Local authority||North Yorkshire|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||87|
|Appropriate authority||The governing body|
|Date of previous school inspection||30 September 2008|
|Telephone number||01947 840257|
|Fax number||01947 840257|