Belmont Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy at this caring school. One parent, typifying the views of many, told inspectors that their child looks forward to going to school and often returns home with a big smile on their face. The school's friendly atmosphere nurtures pupils, who are polite, kind and respectful to one another and to adults.

Pupils appreciate their teachers, and they enjoy learning. Pupils are safe. They said that their teachers always have an eye on them.

The school's values, 'Be Safe', 'Be Respectful' and 'Be a Learner', permeate school life.

Pupils know that teachers have high aspirations for them. Staff commit to knowing pupils individually, and so provide the rig...ht level of support to boost pupils' learning and well-being.

Behaviour is good. Pupils conduct themselves extremely well around school. Pupils play happily together during their breaktimes.

Pupils said that they can talk to adults if they need help, and that bullying is dealt with swiftly if it occurs.

Parents appreciate curriculum enrichment activities such as gardening. An extensive range of before- and after-school clubs are on offer, including cheerleading, chess and sign language.

What does the school do well and what does it need to do better?

Leaders and governors want pupils to achieve their best. All staff share this view. The broad and rich curriculum they provide supports pupils' academic and personal development.

Pupils build their knowledge and skills effectively across all curriculum subjects. Pupils receive work that reflects their teachers' high expectations of them. They are well prepared for the next steps of their education.

This includes pupils with special educational needs and/or disabilities. Teaching assistants support these pupils' learning well.

Teaching is strong.

Teachers make learning fun, which inspires pupils to learn. Children in the early years provision get off to a good start, and receive a good range of meaningful learning experiences. Adults help them to settle into school routines.

Reading is given high priority. Phonics development is strong. This, along with daily reading sessions in school and at home with parents, helps pupils excel.

A new process for teaching phonics is maintaining a consistent approach to developing pupils' reading skills. Pupils read with fluency and comprehension that are appropriate to their age. Pupils have a genuine love of reading.

Pupils talked about their favourite books with enthusiasm, and described characters, themes and story endings in an eloquent way.

Pupils, including children in the early years provision, have extremely positive attitudes to learning. They settle quickly to tasks set by their teacher due to their genuine interest in the subjects they learn.

Classrooms are welcoming and colourful places with clear routines. Children receive opportunities to work independently and cooperatively, including listening to each other during meaningful discussions.

The use of assessment to check pupils' knowledge is variable.

During lessons, teachers question pupils to spot gaps in their learning. This then informs teaching. Teachers use effective strategies which enable pupils to recap on their prior learning.

However, in some learning sessions, there were missed opportunities to identify what pupils already know. Furthermore, curriculum plans for some subjects start from Year 1, rather than from the foundation stage.

There is a strong focus on pupils' personal development.

Pupils learn to appreciate different faiths and cultures. Pupils learn to be caring, active and responsible citizens through the array of opportunities available to them, for example trips, sporting clubs and financial enterprise. Pupils understand the democratic process through electing class representatives to the school council.

Pupils make a good contribution to the school through leadership roles that interest them, including roles relating to technology and the environment.

Leaders ensure that staff receive effective professional development. This supports their teaching of the curriculum.

Leaders are considerate of their staff, who appreciate the support they receive, particularly for their well-being.

Governors hold leaders to account for the school's work and check that statutory requirements are in place. Members of the governing body receive reports from the headteacher.

They gain a good awareness of what it is like to be a pupil at the school. At times, though, communication between leaders is not rigorous enough. This includes information from subject leaders about pupils' knowledge and about the school's overall education performance.

Strong partnerships are in place with many parents, who are very supportive of the school. However, some thought that leaders could communicate with parents more effectively, to help support their child's learning and development further.

Safeguarding

The arrangements for safeguarding are effective.

Leaders and staff are vigilant. They know how to identify when pupils are at risk from harm, and know what to do should they have a concern, including about peer-on-peer abuse, neglect and radicalisation.

Appropriate referrals are made to outside agencies to secure the help that vulnerable pupils need.

Any necessary actions are followed up without delay. Records are detailed. While staff training is regular, records of training, particularly for the designated staff responsible for safeguarding, were not as accurate as they should have been.

However, this was amended during the inspection.

The curriculum and other events, such as assemblies, offer opportunities for pupils to learn to be safe. This includes online safety and healthy relationships.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• While teachers' questioning in class helpfully identifies where pupils need more support, their use of assessment to plan lessons is not as effective. Leaders, including subject leaders, should ensure that lesson planning recognises the knowledge and skills that pupils already hold. This includes ensuring that work in key stage 1 builds on learning from the early years foundation stage.

• While many parents are supportive of the school, some said that communication from leaders could be sharper. Similarly, some aspects of leaders' administration could be strengthened, including in keeping records of staff training. Leaders should review their administrative processes and communications with parents to ensure that these are as effective as possible.

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