Chyngton School

Chyngton School is performing well overall, demonstrating a strong standard of education that meets the needs of its pupils. The school fosters a highly inclusive environment, effectively supports disadvantaged pupils and those with special educational needs, and promotes positive personal development across a broad curriculum. Pupils are well-prepared for future challenges, attaining results that align with national standards by the end of Year 6. The school benefits from a well-structured early years program and strong leadership that is adaptable to various needs.

Strengths

• Inclusive vision prioritizes pupil needs effectively.
• Strong personal development programs are in place.
• Pupils achieve well by the end of key stage 2.
• Well-established routines support quick acclimatization for new pupils.
• Effective partnerships with external agencies enhance support for pupils.
• Pupils enjoy a wide range of extra-curricular activities.

Areas for Improvement

• Pupils' results in the Year 4 multiplication tables check are below average.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Chyngton School attended 94.0% of sessions (the national figure for primary schools was 94.8%). 17.6% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 1.7% of pupils at Chyngton School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Chyngton School had 18.7 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 3.3% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 18.4% of pupils at Chyngton School were on SEN support (nationally 15.4%) and 3.3% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2024–25 Chyngton School received £6,938 and spent £6,910 for each of its 354 pupils. It ended the year with reserves of £322,000 (£910 per pupil).

Across all 2 schools of Seaford Learning Trust, income was £7,297 and spending £7,474 per pupil.

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24). Academy figures include a share of the trust's central services, shared out by pupil numbers, and are rounded to the nearest £1,000. Premises costs were defined differently from 2024, so compare them across that gap with care.

• Primary Schools
• Secondary Schools

All schools in Seaford · East Sussex local authority: places and applications

Chyngton School is part of Seaford Learning Trust, which runs 2 schools. The nearest others:

• Seaford Head School Seaford

What is Chyngton School's Ofsted rating?

The latest Ofsted rating for Chyngton School is Expected standard, from an inspection in March 2026.

When was Chyngton School last inspected by Ofsted?

Chyngton School was last inspected in March 2026.

How many pupils does Chyngton School have?

Chyngton School has 332 pupils on roll.

What age range does Chyngton School cover?

Chyngton School for pupils aged 2 to 11.

What are Chyngton School's SATs (KS2) results?

In 2025, 65% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Chyngton School?

Chyngton School is at Millberg Road, Seaford, East Sussex, BN25 3ST.