Seamer and Irton Community Primary School, located in Scarborough, North Yorkshire, has been inspected recently, and the overall judgement remains good. The inspection, conducted on 27 and 28 September 2023, highlighted that while the school maintains a positive environment for learning, there are areas that require improvement. Pupils express enjoyment in attending the school, appreciating the supportive and caring staff. The school fosters a welcoming atmosphere, with positive relationships evident between pupils and adults. Behaviour is generally good, with pupils understanding expectations and moving around the school calmly. The school promotes safety, ensuring that pupils know they can approach trusted adults with concerns.
The curriculum is ambitious, with knowledge organisers introduced for subjects from Years 1 to 6. However, the clarity of curriculum expectations is lacking, leading to instances where pupils receive work that does not meet their needs. The school has established systems to support pupils' mental health and well-being, particularly for those with special educational needs and disabilities. Despite this, the curriculum is not sufficiently adapted for these pupils, resulting in some receiving work that is not challenging enough. The identification of small steps of progress for pupils with SEND is not clearly communicated to staff, complicating the tracking of their progress.
In phonics instruction, lessons are mostly consistent, but there are areas for refinement, such as ensuring correct pronunciation of sounds. The school is implementing a coaching programme for staff involved in teaching phonics. Most pupils read books that align with their phonics knowledge, and those at risk of falling behind receive timely support. As pupils advance, they develop a love for reading, enjoying a variety of genres and accessing the school library regularly.
Reception classes have established routines that help children settle quickly, with ample opportunities for early mathematics development. Staff are knowledgeable about early years learning, but there is a need for better alignment between the early years curriculum and the key stage 1 curriculum. Pupils engage in various extracurricular activities, enhancing their personal development and leadership skills.
The school has effective safeguarding arrangements, providing a safe environment for pupils. Staff are aware of procedures for reporting welfare concerns and are vigilant about potential signs of abuse. However, the current system for recording concerns has limitations, which leaders are addressing. There were inconsistencies in the checks made to ensure adults are suitable to work with children, but these were rectified during the inspection.
To improve, the school needs to clearly identify the essential knowledge and skills pupils must learn, ensuring that learning builds on early years foundations. The methods for checking pupils' knowledge and understanding should be refined to accurately identify gaps in learning. Additionally, the school must ensure that the small steps needed for pupils with SEND are well-defined and communicated to teachers. Finally, the school must rigorously follow statutory guidance regarding checks on adults working with children. Overall, while the school demonstrates strengths in many areas, addressing these key issues will enhance the educational experience for all pupils.
