Seaham High School

Overview

Seaham High School is described as a place where pupils feel safe, valued, and able to be themselves, with strong relationships between staff and students. Leaders have prioritised curriculum development and staff well-being, resulting in a school where the vast majority of pupils exhibit good behaviour and attend with a sense of pride. The inspection highlights effective support for pupils with special educational needs and disabilities, alongside a clear vision from leaders who understand the school’s strengths and areas for development.

Strengths

• Pupils benefit from "strong relationships between staff and pupils" and value the "pastoral support and guidance" they receive.
• Leaders have ensured that staff support for pupils with special educational needs and/or disabilities (SEND) is "effective," including access to "safe and sensory-rich spaces."
• The curriculum is carefully considered, with pupils receiving "appropriate advice and guidance" when selecting their key stage 4 programmes of study.
• Teachers use questioning "skilfully" to help pupils develop responses, particularly in subjects where curriculum development is fully embedded.
• There is a "culture of safeguarding" with clear systems for reporting concerns and regular training for all staff, including catering and cleaning personnel.

Areas to improve

• Leaders must widen and develop the range of support for pupils struggling to read, as the current provision is "underdeveloped" and too few pupils access the right help.
• Leaders should work with staff to ensure a more consistent approach to curriculum sequencing where it is not fully developed, so pupils’ grasp of key knowledge is secure before moving on.

Safeguarding

The report states that "the arrangements for safeguarding are effective," noting that record-keeping is clear and demonstrates that "timely and appropriate actions take place."