Belmont Primary School

What Ofsted said

From the inspection on 16 November 2022

Leaders and staff are ambitious for all pupils to achieve well. Pupils get the help they need when they need it, particularly those with special educational needs and/or disabilities (SEND) and those who are disadvantaged. Individual needs for these pupils are identified. This means adults provide focused and timely support. It is an inclusive school. Leaders focus on removing any possible barriers that may hinder learning. Pupils enjoy coming to school and behave well. They talk about the strength they feel in the 'Belmont family'. One pupil stated, 'The Belmont family is about love and simply being you.' The review of the school values of respect, kindness, resilience and excellence has made this sense of family even stronger. Pupils say these values are shared and have helped to further improve behaviour. One pupil said, 'We are not punished for our behaviour but learn how to make it better.' Pupils feel safe. They learn how to recognise bullying and respond to it should it occur. One parent said, 'My children love going to Belmont Primary School. They feel safe and secure there.' Pupils are respectful of each other and of difference. There are a range of opportunities for pupils to take responsibility. The school's pupil parliament makes decisions to improve the school.

What the school should improve

• All curriculum subjects are well planned and sequenced. However, in some subjects, the essential knowledge pupils need to know and remember should be more explicit. As a consequence, teachers are not making strong connections between what is being taught now to what pupils have learned in the past. Therefore, some pupils cannot remember some of the knowledge they have been taught before. Leaders should ensure that the vital knowledge pupils need to know is explicitly identified. This will enable teachers to spot any gaps in essential knowledge and address them.
• Recently, leaders have introduced a new curriculum. While they are ambitious in what they want to achieve, in a few areas, subject leaders have not yet made the necessary checks to ensure they are implemented consistently and having the desired impact. Senior leaders need to ensure subject leaders have the necessary time to check their expectations are being achieved and are having the desired impact on pupils' outcomes.

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