Seaham High School Review 2026: Clear routines, broad curriculum, strong student leadership

An 8.30am line-up sets the tone here, structured, predictable, and designed to get students ready to learn quickly. The timetable runs slightly differently midweek, with an extended day on Wednesdays, which can suit families who value a longer, more settled afternoon for enrichment or targeted support.

This is an 11–16 state secondary, part of Eden Learning Trust, with a published capacity of 1,200 students. It operates as a comprehensive school for local families and, crucially, does not charge tuition fees. Leadership is long-established, with Mr Geoffrey Lumsdon as headteacher since 2019, giving the school continuity through its academy period and beyond.

The latest inspection graded the school as Good across all areas, and safeguarding was confirmed as effective.

Daily expectations are framed through a set of values the school makes explicit. Alongside Kindness, Integrity and Pride, students are expected to practise the 6Rs, including being Respectful, Responsible, Reflective, Responsive, Resilient, and willing to be a Risk Taker. In practice, this is used as a shared language for classroom conduct and routines, and it links to a points system that can be exchanged in the Learning Resource Centre rewards store.

The tone is also shaped by student leadership. The school runs an Ambassador Programme with around 100 student ambassadors across year groups, led by a School President supported by Vice Presidents, with teams spanning areas such as Community, Creative Arts, Sport and STEM. This matters for families because it signals that responsibility is not confined to Year 11, and leadership roles are visible and organised rather than informal.

Externally verified observations align with this emphasis on belonging and safety. The July 2023 inspection described a culture where students feel safe, can be themselves, and have trusted adults to speak to, with bullying described as rare by most students who responded.

Seaham High School is ranked 2,580th in England and 1st in Seaham for GCSE outcomes (FindMySchool ranking based on official data). This reflects solid performance, in line with the middle 35% of schools in England (25th to 60th percentile).

The most recent dataset available here shows:

• Attainment 8: 43

• Progress 8: -0.43

• EBacc average point score: 3.56 (England average: 4.08)

• Percentage achieving grades 5+ in the EBacc: 11.5%

A Progress 8 score below zero indicates that, on average, students make less progress than peers nationally with similar starting points. For parents, this is a prompt to ask sharper questions: where is progress strongest, which groups benefit most from intervention, and how consistently high-quality teaching is secured across subjects.

It is also worth reading the curriculum intent behind the numbers. The latest inspection notes that students can take technical qualifications alongside GCSEs, and that the number studying the EBacc subject suite has increased. That direction of travel can matter for families who want a broad academic core, while still keeping applied routes open.

Parents comparing local options should use the FindMySchool Local Hub and Comparison Tool to view GCSE indicators side-by-side across nearby schools, rather than relying on reputation alone.

The school’s curriculum statement sets out a broad ambition, engaging minds and broadening horizons, with learning experiences designed to be active and responsive to individual needs. This is backed by a focus on sequencing and revisiting knowledge so that students remember more over time.

Where this works well, the benefit is straightforward. A carefully sequenced curriculum reduces gaps between topics, makes revision more manageable, and improves students’ confidence in explaining ideas rather than simply completing tasks. Inspection evidence also points to effective questioning in some subjects, which is a useful marker of strong classroom practice because it checks understanding and extends thinking.

The more mixed picture is consistency. The inspection notes variability between subjects and identifies curriculum and teaching development as still uneven in places. For families, this is an important nuance: a school can have strong practice in some areas and still be working to secure the same standard across the whole timetable.

This is an 11–16 school, so all students leave after GCSEs. That changes the shape of careers and guidance: the priority is preparing students to choose a post-16 pathway that fits, whether that is A-level study at a sixth form, a college-based programme, or technical and vocational routes.

Careers education and guidance are referenced within the inspection evidence, including support at the point of key stage 4 options and programme selection. Students and families should expect clear information about GCSE and technical routes, how they align to post-16 choices, and what grades typically open doors to particular pathways.

If your family is trying to plan post-16 early, ask to see how the school supports Year 9 and Year 10 decision-making, and how it works with local sixth forms and colleges on transition.

Admissions are co-ordinated by Durham County Council rather than by the school directly, and offers are issued by the local authority. The published timeline for the September 2026 Year 7 intake set the closing date as 31 October 2025, with National Offer Day on 2 March 2026. Late changes and late applications were handled into January 2026, according to the local authority’s timeline information.

For families looking ahead to later entry years, the key implication is that deadlines are early in the autumn term of Year 6, and waiting lists and appeals run after offers are released. If you are moving house, this timeline matters as much as the school choice itself.

Because distance-offer data is not available here, families should not assume a secure “likely place” based on anecdotal neighbourhood patterns. Instead, use FindMySchool Map Search to measure your home-to-school distance precisely and then validate how Durham’s co-ordinated admissions criteria apply in that admissions round.

Safeguarding is a high-stakes indicator for any school choice. The July 2023 inspection states that safeguarding arrangements are effective and describes a culture of safeguarding supported by staff training, clear reporting systems, and timely action including work with external agencies. It also records additional roles to support safeguarding, including an educational welfare officer and a mental health practitioner.

The school’s published anti-bullying information points to a defined safeguarding team structure, with named roles including the Designated Safeguarding Lead and deputies. This matters less for the names themselves and more because it signals that responsibility is assigned clearly and not left vague.

SEND is also an important part of the pastoral picture. The inspection notes a significant increase in SEND needs, with leaders responding and staff support in lessons described as effective, including access to safe and sensory-rich spaces. The SEND information report also emphasises careful transition planning for students joining with specific needs, with planning meetings and a focus on student voice through review processes.

A good extracurricular programme is not about quantity, it is about whether students can find something they will commit to and grow in. Seaham High School’s published club list shows a mix of academic, creative, and practical opportunities, with clear timings and eligibility by year group.

Examples include:

• Music, including Brass Band and age-group Music Club sessions

• STEM Rocket Club for Year 9 and Year 10

• Games Club open to all students

• Reading Plus Homework Club

• Subject reading clubs, including Geography Book Club, History Book Club, and an English Book Club for Year 11

These details matter because they show a school trying to build habits, not just run events. A Year 9 student who commits to Rocket Club is practising planning, iteration, and problem-solving in a way that can translate directly into science and design technology learning. A Year 11 student attending a lunchtime book club is carving out protected time for reading, discussion, and exam confidence in the middle of a high-pressure year.

Leadership development also runs through enrichment. The Ambassador Programme explicitly connects student leadership to running groups, fundraising, and supporting events such as Open Evening and Awards Evening, with entry criteria that include strong attendance and conduct.

The school day begins with students expected on site for an 8.30am line-up. On most days, teaching runs through to 3.00pm, with optional Period 6 sessions used for exam readiness, clubs, and detentions. Wednesdays run as an extended day to 3.40pm, followed by after-school activities.

Transport planning should focus on the realities of a secondary timetable, especially Wednesday finish times and any optional after-school sessions that your child may need for support or enrichment. If your family is coordinating childcare around younger siblings, the Wednesday extended day can be either helpful or challenging depending on your routine.

• Progress and consistency across subjects. A Progress 8 score of -0.43 suggests below-average progress overall. Families should ask how the school is tightening consistency of teaching and curriculum sequencing across all subjects, not only the strongest departments.

• Reading catch-up capacity. The latest inspection highlights that the range of support for students who need to catch up in reading is underdeveloped and needs widening, including for older weaker readers. If your child has literacy gaps, ask what interventions run, how students are identified, and how impact is tracked.

• No sixth form on site. Students leave after Year 11. This suits families who want a clear post-16 reset, but it does mean post-16 planning needs to start early so that options, entry requirements, and travel are understood.

• Admissions timelines are early. The Year 7 deadline for September 2026 entry was 31 October 2025, with offers released 2 March 2026. Even if you are looking at later cohorts, expect the same early-autumn rhythm and plan accordingly.

Seaham High School offers a structured secondary experience built around explicit values, defined routines, and visible student leadership opportunities. The extracurricular programme is practical and timetable-led, with clear options ranging from STEM Rocket Club to music ensembles and subject book clubs. Inspection evidence supports a strong safeguarding culture and a broadly positive student experience.

Who it suits: local families who want a clear, organised 11–16 comprehensive with established leadership, and who value enrichment and leadership pathways alongside the core curriculum. The key question to explore is academic traction across all subjects, particularly reading catch-up and overall progress, to ensure it matches your child’s starting point and learning needs.