Seething and Mundham Primary School, located in Norwich, Norfolk, has undergone significant improvements since its previous inspection, achieving an overall effectiveness rating of good. The inspection, conducted on March 5 and 6, 2024, highlighted the school's commitment to providing a high-quality education and fostering a positive environment for its pupils. The headteacher, Victoria MacKenzie, leads the school, which is part of the Sapientia multi-academy trust, overseen by CEO Jonathan Taylor and a board of trustees chaired by Peter Rout.
Pupils at Seething and Mundham Primary School express a strong sense of happiness and safety within their school community. They actively engage with the school's values and participate in various clubs and enrichment activities. The curriculum emphasizes a love of nature, allowing pupils to explore the natural world while integrating their learning in subjects like art and science. The strong relationships between pupils and teachers contribute to a positive learning atmosphere, where pupils feel supported and encouraged, especially when facing challenges.
Behaviour at the school is exemplary, with pupils demonstrating politeness, thoughtfulness, and care for one another. They feel confident approaching adults with any concerns, and those with special educational needs and disabilities benefit greatly from the school's nurture room, which provides essential support for managing emotions. Parents have expressed high satisfaction with the school's progress over the past two years, reflecting a strong partnership between the school and families.
The school has made remarkable strides in improving its educational quality. Leaders at all levels have established a clear and ambitious vision for the school, ensuring that all pupils receive the best possible education. Teachers possess strong subject knowledge, and the training provided through the school and trust networks has proven beneficial. The curriculum is well-structured, allowing pupils to acquire knowledge in a logical sequence, and teachers actively check for understanding during lessons.
The reading curriculum is particularly well-implemented, fostering a love of reading from an early age. Reception pupils enjoy stories, and older pupils continue to engage with literature, often discussing their favorite authors and genres. While phonics instruction is generally effective, some organizational aspects hinder certain pupils from mastering phonics as efficiently as possible. The school is aware of these challenges and has established effective catch-up systems to ensure that most pupils achieve fluency in reading by the end of Year 2.
The provision for pupils with special educational needs is excellent, with teachers adept at making necessary adaptations in lessons. The school collaborates with external experts to provide the best support for these pupils. Attendance rates have improved significantly, and the school offers effective support for families to ensure their children arrive on time.
In the early years, children settle quickly and thrive in a well-planned curriculum that balances various areas of learning with their interests. They engage in fun and interactive activities, demonstrating good behaviour and effective collaboration with peers. The school offers a wide range of enrichment activities, including curriculum visits and opportunities for older pupils to take on leadership roles within the school community.
Governance is strong, with trustees actively involved in the school's progress and holding high expectations for excellence. Teachers report manageable workloads and express pride in their work at the school. The safeguarding arrangements are effective, ensuring a safe environment for all pupils. The school recognizes the need to enhance the organization of phonics teaching to further improve early reading outcomes, ensuring that all pupils receive the support they need to succeed in their literacy development.
