Bellfield Junior School

What Ofsted said

From the inspection on 7 July 2026

Pupils enjoy attending Bellfield Junior School and most attend regularly. Pupils arrive each day ready to learn and take pride in being part of the school community. Staff know pupils well and build positive relationships based on mutual respect and trust. Pupils feel safe and valued. They know that adults listen to their concerns and provide support when needed. As a result, pupils are happy and speak confidently about the positive difference this makes to their wellbeing. Pupils demonstrate positive attitudes to their learning. They understand the school’s expectations and respond well to established routines. Classrooms are calm and pupils engage positively in lessons and talk articulately about what they have learned. They build securely on what they already know. Those who need additional support, including pupils with special educational needs and/or disabilities, receive effective help that enables them to overcome barriers to learning and participate fully in school life. By the end of key stage 2, achievement across the curriculum is generally secure. Pupils are increasingly developing accurate spelling and handwriting, although further improvements remain a focus. Pupils have a strong sense of belonging. They treat one another with kindness and consideration. Social times are well organised and pupils talk enthusiastically about the resources that they have access to. They play cooperatively with one another. Pupils say that bullying and discriminatory behaviour are rare, and they are confident that any concerns are resolved quickly. Beyond the classroom, pupils receive access to a wide range of opportunities that enrich their experiences and broaden their horizons. They eagerly participate in clubs, educational visits and leadership roles. These opportunities help pupils develop confidence, resilience and a sense of responsibility. Pupils gain a strong understanding of equality, diversity and respect for others. They appreciate learning about different cultures, beliefs and communities. Pupils leave as confident, respectful and thoughtful young people, who are ready for the challenges ahead.

What the school should improve

• Leaders should continue their work in correcting the basic errors in pupils’ grammar, punctuation, spelling and handwriting, to ensure that this knowledge is more securely applied in subjects across the curriculum.
• Leaders should ensure that staff use assessment information astutely to design activities that deepen pupils’ knowledge and understanding, so that more pupils achieve what they are capable of.

Read the full Ofsted report (opens in a new tab)