Belmont Primary School

What Ofsted said

From the inspection on 25 April 2023

Belmont Primary School is a happy community. Pupils and staff treat each other with respect. Pupils feel safe. They trust staff to resolve any difficulties or problems that may arise. Staff know pupils very well. They want to do the very best for each pupil in their care. Pupils behave well. They are courteous and polite. They respond to staff expectations and move around school safely. In the playground, pupils play well together. There are few disputes, but when they arise, staff sort them out quickly. Bullying is rare. Even so, pupils know they can turn to a trusted adult or one of the anti-bullying ambassadors for help if it did occur. Pupils respond to the high expectations that staff have of them. The youngest children listen carefully to adults and do as they are asked. They learn the school's 'golden guidelines', which everyone in school follows. In lessons, pupils work diligently and do their best. They are enthusiastic about learning. They are eager to answer questions and to contribute. Staff believe that every child can excel at something. A rich range of opportunities support pupils' learning and enjoyment. The local area is used well to support learning in subjects such as geography. Pupils benefit from a wide range of very well attended after-school clubs. Pupils help to decide the clubs that are on offer. For example, a chess club began in response to a request by the school council. Pupils' social and emotional well-being is well supported.

What the school should improve

• On occasions, teachers do not break down the mathematics curriculum into sufficiently small steps. Pupils find it hard to complete more complex tasks when they lack the core mathematical knowledge. Staff should help pupils to develop secure mathematical understanding before moving them on to more complex learning.
• Pupils' understanding of some subject-specific skills, or disciplinary knowledge, in subjects such as history, geography and science is less developed than their understanding of core content. Leaders should do more to enhance pupils' understanding of these aspects of their subjects.
• Leaders do not have a sufficiently clear picture of how well pupils learn the intended curriculum in foundation subjects. They should work with staff to check how pupils are learning important knowledge in these subjects.

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