Seaham Trinity Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
424
AGES
3 - 11
GENDER
Mixed
TYPE
Community school
SCHOOL GUIDE RATING
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Can I Get My Child Into This School?

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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data, ONS
03000 265896

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The criteria in which schools use to allocate places in the event that they are oversubscribed can and do vary between schools and over time. These criteria can include distance from the school and sometimes specific catchment areas but can also include, amongst others, priority for siblings, children of a particular faith or specific feeder schools. Living in an area where children have previously attended a school does not guarantee admission to the school in future years. Always check with the school’s own admission authority for the current admission arrangements.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

How Does The School Perform?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(10/10/2023)
Full Report - All Reports
62%
NATIONAL AVG. 60%
% pupils meeting the expected standard in reading, writing and mathematics



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Progress Compared With All Other Schools

UNLOCK Well Below Average (About 9% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 9% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 8% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 59% of schools in England) Above Average (About 11% of schools in England) Well Above Average (About 9% of schools in England)
Princess Road
Seaham
SR7 7SP
01915813047

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You and other leaders in the school demonstrate a strong commitment to your pupils and to your community. Since the last inspection, standards achieved by pupils have remained consistently above those seen nationally. In reading and mathematics in particular, pupils have consistently made significantly more progress than national averages and your disadvantaged pupils, who make up nearly half of the school’s population, have attained more highly than other pupils nationally. Despite this, there is no sense of complacency. You and other leaders check rigorously on all aspects of the school’s performance and consequently you have an accurate and realistic picture of the school’s strengths and weaknesses. Following the last inspection, you were asked to ensure that the quality of teaching was consistently good and to develop the skills of subject leaders, so that standards across the wider curriculum were as good as those seen in reading, writing and mathematics. Much has been done since then. Some new teachers have been recruited and there are good arrangements in place to provide teachers with bespoke coaching and training. I found teachers to hold high expectations and to be very precise in explaining and modelling what they want pupils to achieve. Subject leadership is also developing well. After the last inspection, you formed a working group to study the changes made to the national curriculum and collectively developed the themes and topics you felt were essential areas of knowledge. Your curriculum rationale is centred on pupils being provided with, and having, as many opportunities as possible to learn first-hand, through visits to local places of interest. Younger pupils have many opportunities to learn outdoors and there are good facilities designed to stimulate their senses. Older pupils benefit from a wide range of visits to enrich their understanding of the world. More recently, subject leaders have carefully considered how pupils’ progress across the wider curriculum should be assessed. As a result, teachers’ planning and design of lessons are more effectively focused on developing the specific skills intrinsic to different subjects. Although the proportion of pupils attaining the expected standard in reading, writing and mathematics is above average, fewer pupils than average have attained the higher standards possible in reading, writing and mathematics. You have identified this as an area for improvement and expect to see improvements when the national curriculum tests are completed this summer. Sharp performance management targets have been set for teachers, pupils with the potential to attain the higher standards have been identified and additional teaching is being provided to help these pupils hone their skills. A new approach to the teaching of mathematics has been introduced and is being thoughtfully rolled out across the school. However, it remains necessary to keep checking that teaching across each year group is sufficiently challenging for the most able pupils. An example of your proactive leadership can be seen in the actions you have taken to improve the effectiveness of governance, which had become passive and too accepting of the information you provided. You commissioned an external review by the local authority which precipitated a number of changes of personnel. Since then, the re-shaped governing body has undertaken extensive training, skilfully overseen by the deputy headteacher. Although still a work in progress, the governing body has begun to provide better scrutiny. However, governors now need to display more ambition and challenge if they are to achieve their aim of the school providing an outstanding quality of education. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. Leaders systematically review the quality of safeguarding arrangements annually and act quickly to address any areas that need improving. Staff training is up to date and members of staff fully understand leaders’ message that ‘urgency is key’ if they identify a concern. Leaders keep appropriate records of the actions they take when they act to protect a child. However, you do express some frustration with delays in some other agencies taking the necessary steps to protect children. Pupils told me that they feel safe in school and trust adults to help them. They told me that bullying is rare and that, if it does happen, adults deal with it quickly. There are good arrangements in place for counselling. Pupils, and parents and carers, can book appointments to talk through their worries and many take up this opportunity.

Seaham Trinity Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>36, "disagree"=>11, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 44 responses up to 11-10-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>41, "agree"=>48, "disagree"=>9, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 44 responses up to 11-10-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>32, "agree"=>50, "disagree"=>11, "strongly_disagree"=>5, "dont_know"=>2} UNLOCK Figures based on 44 responses up to 11-10-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>77, "strongly_agree"=>5, "agree"=>7, "disagree"=>7, "strongly_disagree"=>2, "dont_know"=>2} UNLOCK Figures based on 44 responses up to 11-10-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>30, "disagree"=>11, "strongly_disagree"=>9, "dont_know"=>0} UNLOCK Figures based on 44 responses up to 11-10-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>25, "strongly_agree"=>27, "agree"=>25, "disagree"=>20, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 44 responses up to 11-10-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>27, "agree"=>55, "disagree"=>9, "strongly_disagree"=>9, "dont_know"=>0} UNLOCK Figures based on 11 responses up to 11-10-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>32, "agree"=>39, "disagree"=>20, "strongly_disagree"=>0, "dont_know"=>9} UNLOCK Figures based on 44 responses up to 11-10-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>45, "agree"=>43, "disagree"=>7, "strongly_disagree"=>2, "dont_know"=>2} UNLOCK Figures based on 44 responses up to 11-10-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>34, "agree"=>45, "disagree"=>16, "strongly_disagree"=>5, "dont_know"=>0} UNLOCK Figures based on 44 responses up to 11-10-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>45, "agree"=>41, "disagree"=>7, "strongly_disagree"=>2, "dont_know"=>5} UNLOCK Figures based on 44 responses up to 11-10-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>18, "agree"=>50, "disagree"=>11, "strongly_disagree"=>16, "dont_know"=>5} UNLOCK Figures based on 44 responses up to 11-10-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>32, "agree"=>36, "disagree"=>14, "strongly_disagree"=>11, "dont_know"=>7} UNLOCK Figures based on 44 responses up to 11-10-2023
Yes No {"yes"=>80, "no"=>20} UNLOCK Figures based on 44 responses up to 11-10-2023

Responses taken from Ofsted Parent View

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