Seabrook Church of England Primary School: A small Kent primary with elite KS2 outcomes

The school’s KS2 performance profile is unusually strong, and it is strong across the breadth of the core measures rather than being carried by one subject.

In 2024, 91% of pupils reached the expected standard in reading, writing and mathematics combined, compared with the England average of 62%. At the higher standard, 46.67% achieved greater depth across reading, writing and mathematics, compared with the England average of 8%. That is a very large gap, and it suggests the school is not only securing the basics, but also stretching higher prior attainers effectively.

Scaled scores reinforce the picture. Reading averaged 113, mathematics 110, and grammar, punctuation and spelling 110. The combined reading, GPS and maths total score was 333. At subject level, 93% met the expected standard in reading and 93% in maths, with 87% meeting the expected standard in GPS.

FindMySchool’s proprietary ranking, based on official outcomes data, places Seabrook Church of England Primary School 203rd in England and 1st in Hythe for primary outcomes. That position puts it among the highest-performing schools in England, in the top 2%.

For parents, the implication is straightforward. This is a school where high attainment is normalised, and where a child who is academically confident is likely to be stretched rather than simply kept busy. For children who need more time to secure core literacy and numeracy, the inspection evidence points to structured routines and strong behaviour, both of which tend to support learning, but it is sensible to ask how support is delivered day to day in such a small setting.

A small primary can sometimes feel limited in curriculum breadth, simply because staffing is tight. Seabrook’s published curriculum intent argues the opposite: it describes an approach designed to keep children thinking, questioning and enjoying learning, and explicitly states that music, sport and art have a prominent place.

Reading appears to be a central plank. The school describes systematic encouragement of reading for pleasure alongside taught reading skills, including teachers reading high quality texts aloud across classes, plus story clubs, library challenges, and author visits. In a small school, this kind of whole-school reading culture can be particularly powerful because children see older pupils reading, hear familiar texts discussed across age groups, and experience shared routines that reinforce vocabulary and comprehension.

In early years, the inspection evidence points to unusually strong engagement and concentration. That matters for September starters, because it suggests the transition into the routines of school is well managed, and that the Reception experience is not treated as simply childcare-plus, but as the start of academic habits.

The school’s values framework also shapes learning behaviours. Respect, peace, forgiveness and hope are not presented as abstract. They are tied to stories and collective worship themes, which gives staff and pupils a shared language for conduct and relationships. For many children, particularly in small cohorts, this kind of common vocabulary can make it easier to resolve friendship issues and reflect on behaviour without it becoming punitive.

As a primary school, the “next step” question is partly about secondary transfer, and partly about confidence and independence by the end of Year 6.

For Kent families, the school signposts the standard county process and timings for secondary applications. For September 2026 secondary entry, the school notes that Kent applications typically run from 01 September to 31 October 2025. For families considering grammar routes, the school points parents towards the Kent Test information pathway, which signals awareness that selective options are part of the local decision-making mix.

In practical terms, pupils leaving a small primary often benefit from deliberate transition work, because moving from a tiny year group to a much larger secondary intake can feel like a step change. When visiting, it is worth asking how Year 6 preparation is handled, particularly around organisation, independence, and the emotional side of transition, and which secondaries are the most common destinations.

Seabrook is clear about its scale. The published admission number is 15 per year group, which is unusually small, and the school sets out oversubscription priorities in a typical Church of England voluntary controlled pattern. After children in care, previously in care, and those with an Education, Health and Care Plan naming the school, priority includes links to a linked school, current family association, children of current staff, health and special access reasons, and then nearness to the school.

The demand data indicates this is not an easy school to access. For the most recent primary entry, there were 55 applications for 15 offers, which is 3.67 applications per place. First preference demand also exceeds supply, with first preferences running at about 1.21 per offer. Put simply, the limiting factor is space, not interest.

For September 2026 Reception entry, the school directs parents to the Kent coordinated admissions process. The published application window runs from 07 November 2025 to 15 January 2026, with offers released on 16 April 2026.

The school also encourages prospective parents to book a tour if their child is due to start in September 2026, and it references open afternoons with an early afternoon time slot. Where schools publish open events without full date context, it is safest to treat the timing as indicative and check the school calendar for the latest information.

Parents weighing the reality of oversubscription should use the FindMySchool Map Search to check precise home-to-gate distances and compare options, especially when the final allocation often turns on small differences in proximity.

The inspection evidence points to a setting where personal development is treated as a real priority rather than an add-on. With Outstanding judgements for behaviour and attitudes and for personal development, the core message is that pupils behave exceptionally well and understand how to contribute positively to the school around them.

In a small school, pastoral care can be very responsive because adults and children tend to know each other well. The flip side is that a small cohort can feel socially intense for some children, because friendship groups are smaller and it can be harder to find “your people” if relationships become unsettled. The school’s emphasis on values, worship, and leadership roles is likely to support social cohesion, and it is worth asking how staff handle friendship issues and inclusion, particularly for quieter children.

Safeguarding leadership is clearly identified within the school’s staffing structure, and the school publishes safeguarding information for parents. When visiting, ask how concerns are logged, how parents are contacted, and how children are taught to recognise and report worries in age-appropriate ways.

For a primary of this size, the extracurricular offer is more developed than many parents might assume. The school describes a programme of lunchtime and after-school clubs that changes each year, with examples including Arts and Crafts, Choir, Gardening, STEM, Play and Explore, and House Plants.

The Ofsted report adds useful specificity. It describes the school choir performing in local and national venues, pupils working with professional artists, and children representing the school in a variety of sports. That combination suggests extracurricular is not purely recreational; there are opportunities for public performance and external engagement, which can build confidence quickly, particularly for children who learn best through doing.

There is also evidence of pupil-led contribution. The inspection report highlights eco-club work that helped secure Green Flag status, and the school’s news content references digital leaders supporting younger pupils with online safety themes. For parents, this matters because leadership at primary age is a strong predictor of how children handle the jump to secondary school, particularly around speaking up, taking initiative, and managing responsibilities.

The core school day starts with doors opening at 8.40am and registration at 8.50am. The day ends at 3.10pm for Key Stage 1 and 3.15pm for Key Stage 2.

Wraparound care is clearly defined. Breakfast club starts at 7.45am, and the school also offers after-school provision running to 5.45pm, plus a short late pick-up option to 3.30pm. Because the school sits between Folkestone and Hythe, many families will approach on foot or by car depending on which part of Seabrook they live in, so it is sensible to check local parking and walking routes at pick-up times if you are new to the area.

• Very small intake. With a published admission number of 15, the school cannot expand places to meet demand. For some families the small cohort is a major plus; for others it can feel socially narrow over time.

• Oversubscription pressure. Recent demand data shows 55 applications for 15 offers, around 3.67 applications per place. Families should have realistic back-up options and avoid assuming a place will be available.

• Faith character is active. Christian values and whole school worship are part of the school’s identity, with regular church involvement. Families seeking a more secular environment should weigh whether this fits.

• High-attainment culture. KS2 outcomes are exceptionally strong. This can be motivating, but parents of children who need a slower pace should ask specific questions about support, differentiation, and how progress is communicated.

Seabrook Church of England Primary School combines the feel of a small, close-knit primary with results that place it among the highest-performing schools in England. Behaviour, personal development and early years are particular strengths, and the school’s values framework provides a clear structure for how children are expected to contribute.

Best suited to families who want a small Church of England primary with very strong academic outcomes and clear expectations for behaviour and responsibility. The challenge lies in admission rather than what follows.