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This is a good school The headteacher and leadership team set a clear vision for the school, nurturing staff and pupils to improve continually. Staff morale is high.
Strong teamwork is central to the school's achievements. Leaders know the school's strengths. They identify and address any weaknesses promptly.
The school is improving. Children in the early years make a good start to school. An above-average proportion of children reach a good level of development by the end of Reception.
Due to effective teaching, pupils make good progress in reading, writing and mathematics. A high proportion of pupils reached the expected standards in Year 6 in 2017.... The proportion reaching the higher standards, however, is not as good, especially in writing and in mathematics.
In writing, pupils use and apply their skills well across a range of subjects. However, sometimes they do not use the vocabulary and sophisticated language needed to reach the higher standard. In mathematics, opportunities for pupils to solve challenging problems are strong in some classes but overlooked in others.
This hinders pupils' progress, especially that of the most able. Disadvantaged pupils and those who have special educational needs (SEN) and/or disabilities make good progress. Leaders use additional funds well to provide effective support for vulnerable pupils and to foster emotional well-being.
Relationships between staff and pupils are extremely positive. An atmosphere of tolerance, trust and respect pervades. Pupils cooperate thoughtfully and respond promptly.
They are proud of their achievements and are eager to try their best. Behaviour is good. Low-level disruption is rare.
Pupils are kept safe and they feel safe. Pupils benefit from a wide range of enrichment opportunities during and after school. Strong partnerships are fostered within the locality.
Governors provide effective support and challenge. They ensure that the school provides value for money and check the school's effectiveness regularly. Together with leaders, they have addressed the areas for improvement in the previous inspection.
Arrangements to manage the performance of staff are good. However, the targets set for teachers are sometimes too vague. An overwhelming majority of parents would recommend the school to others.
Information about this school
Belmont Primary is larger than the average-sized primary school. The vast majority of pupils are of White British heritage. The proportion of disadvantaged pupils supported by the pupil premium is lower than average.
The proportion of pupils who have SEN and/or disabilities is below average. Children in the Nursery class attend on a part-time basis, during the mornings or afternoons. Children in Reception attend full time.
The school provides a breakfast club for pupils each day and runs several after-school activities. There is also a separate provider of childcare on site, which is not managed by the governing body and was not part of this inspection. The school meets requirements on the publication of specified information on its website.
The school meets the government's current floor standards, which set the minimum expectations for pupils' attainment and progress by the end of Year 6. The headteacher and senior leadership team have been in post since the retirement of the previous headteacher in 2014. More than half of the staff are new to the school since the previous inspection.
