Seascale Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
117
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
01228 221582

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
(24/01/2024)
Full Report - All Reports
59%
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)
Crofthead Road
Seaascale
Seascale
CA20 1LZ
01946728403

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You and the staff continue to provide a vibrant learning environment which pupils clearly enjoy. Parents and carers commented that ‘teachers regularly go the extra mile for all of the children’. You, leaders and the governors have an accurate and reflective view of the school’s strengths and priorities. Together, you are determined to improve the school further. You have high expectations of what you and the staff can achieve, while being mindful and realistic about staff workloads. Governors provide a good balance of support and challenge. At the previous inspection in 2014, inspectors asked the leadership team, including governors, to improve teaching further and strengthen pupils’ progress. You were asked to do this by ensuring that teachers quickly adapt activities when pupils find the work easy to ensure that they are always fully challenged. During our learning walk, it was evident that teachers plan activities to meet the range of needs of pupils in each class. Teachers work closely with teaching assistants. Together, they provide bespoke support when needed, both for those pupils who have fallen behind with their learning and those who need higher levels of challenge. It was also clear from pupils’ books that teachers ensure that pupils make good progress during their time at the school. Inspectors also asked you to improve the use of pupils’ reading logs so pupils, parents and teachers are better informed of the progress made at home and in school. This is clearly happening for the vast majority of pupils through the pupils’ planners. However, it is evident that a small minority of parents do not regularly listen to their children reading at home. Staff do all they can to compensate for this. The inspection team also asked you to further improve the effectiveness of leadership and management by developing the skills of relatively new middle leaders in measuring pupils’ progress. There have been several staff changes since the previous inspection, including your appointment as headteacher. There have also been some changes in middle and subject leadership. You and the leaders compile a range of data about all aspects of the school, which clearly demonstrates how well leaders and managers are monitoring pupils’ progress. This is used to implement support for pupils who need additional help. You and leaders provide governors with a raft of information from which they can support and challenge you and the staff. You and the staff continue to ensure that children get off to a good start in the early years. Parents told me how happily their children settled into the Nursery and Reception classes. Staff ensure thorough transition arrangements into the school, which help pupils to settle quickly into their learning. Since the previous inspection, you and the leadership team have led improvements to the quality of teaching, learning and assessment. The proportion of pupils reaching the expected standards in reading, writing and mathematics at the end of each key stage improved to be in line with that seen nationally in 2017. Unvalidated data published on the day of the inspection demonstrates good progress is being sustained for current Year 6 pupils. Pupils are well prepared for the next stage in their education because they develop a strong work ethic during their time at Seascale. Pupils take pride in their work and in their school. They particularly enjoy learning beyond their local community, for example through residential trips to York and Bradford. They told me how much they value the range of after-school clubs. This was reiterated by parents who told me that ‘children can explore their own interests and develop new passions, be it for the environment, sport, music or drama, which is wonderful and makes this school special.’ Safeguarding is effective. In your role as the designated safeguarding leader, you ensure that all safeguarding arrangements meet requirements. You make sure that staff fully understand their duty and follow systems and procedures for logging concerns. You ensure that all necessary checks are made on the suitability of staff to work with children. When I arrived at the start of the inspection, office staff demonstrated vigilance in checking the identity of visitors. The office manager provided a brief outline of safeguarding procedures and the systems to follow in case of an emergency. Because the school is located on the border of a nuclear power plant, you systematically carry out unannounced lock-down drills with pupils and staff each term, in case of a possible risk from this facility or any other similar emergency.

Seascale Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>68, "agree"=>28, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 25 responses up to 27-01-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>64, "agree"=>32, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 25 responses up to 27-01-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>36, "agree"=>56, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 25 responses up to 27-01-2024
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>72, "strongly_agree"=>0, "agree"=>12, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>12} UNLOCK Figures based on 25 responses up to 27-01-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>76, "agree"=>24, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 25 responses up to 27-01-2024
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>36, "strongly_agree"=>32, "agree"=>24, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 25 responses up to 27-01-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>40, "agree"=>60, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 27-01-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>32, "agree"=>36, "disagree"=>12, "strongly_disagree"=>0, "dont_know"=>20} UNLOCK Figures based on 25 responses up to 27-01-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>40, "agree"=>56, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 25 responses up to 27-01-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>52, "agree"=>44, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 25 responses up to 27-01-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>40, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 25 responses up to 27-01-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>52, "agree"=>40, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>8} UNLOCK Figures based on 25 responses up to 27-01-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>56, "agree"=>40, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 25 responses up to 27-01-2024
Yes No {"yes"=>96, "no"=>4} UNLOCK Figures based on 25 responses up to 27-01-2024

Responses taken from Ofsted Parent View

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