|Name||Belmont Community Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||05 February 2019|
|Address||Harrowby Lane, Grantham, Lincolnshire, NG31 9LR|
|Religious Character||Does Not Apply|
|Number of Pupils||199 (53% boys 47% girls)|
|Number of Pupils per Teacher||19.9|
|Percentage Free School Meals||23.1%|
|Percentage English is Not First Language||9%|
Information about this school
The school is smaller than the average-sized primary school. The proportion of pupils with SEND is above the national average. The proportion of disadvantaged pupils is above the national average. The proportions of pupils from minority ethnic backgrounds and of pupils who speak English as an additional language are below those seen nationally.
Summary of key findings for parents and pupils
This is a good school Leaders have taken effective action to improve the school. The quality of education pupils receive is now consistently good in key stages 1 and 2. ‘Team Belmont’ values resonate throughout the school. Leaders have established a culture of high aspirations. The leadership of English and mathematics is effective. Leaders take decisive action to improve the quality of teaching, learning and assessment. Leaders ensure that pupils receive a broad, rich and engaging curriculum. The provision for pupils’ spiritual, moral, social and cultural development is strong. Additional funding is used well in key stages 1 and 2. Pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils receive effective support. Governors understand the strengths and weaknesses of the school’s performance and hold leaders to account effectively. There is a strong safeguarding culture within the school. Staff prioritise pupils’ safety and well-being. Staff have high expectations of pupils’ behaviour. Pupils behave well. They are kind, respectful and polite. Teachers use good subject knowledge to plan effective lessons. They use questioning effectively to deepen pupils’ thinking and explain and model learning clearly. Subjects other than English and mathematics are taught well. Pupils have a deep understanding of what they learn in these subjects. Pupils in key stages 1 and 2 make good progress in reading, writing and mathematics. More pupils are working at the expected standard for their age in these subjects than has been the case in previous years. Too few of the most able pupils, including disadvantaged pupils, attain the highest possible standards in reading, writing and mathematics. Some pupils do not spot errors in their work. Teachers do not ensure that pupils have effective strategies to check their learning. The early years requires improvement. Leaders’ expectations are too low. Children are not prepared well enough for Year 1.