School etc

Bellefield Primary and Nursery School

Bellefield Primary and Nursery School
Windermere Road

phone: 01225 753530

head teacher: Mr Steve Wigley

reveal email: h…

school holidays: via Wiltshire council

316 pupils aged 2—10y mixed gender
300 pupils capacity: 105% full

155 boys 49%

≤ 254a124b84c55y196y207y178y199y2110y16

160 girls 51%

≤ 253y154a44b54c95y246y247y228y159y1810y18

Last updated: June 20, 2014

Primary — Voluntary Controlled School

Education phase
Religious character
Church of England
Establishment type
Voluntary Controlled School
Establishment #
Open date
Jan. 1, 2008
Reason open
Result of Amalgamation
OSGB coordinates
Easting: 386163, Northing: 158717
GPS coordinates
Latitude: 51.327, Longitude: -2.2
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
March 20, 2012
Diocese of Salisbury
Region › Const. › Ward
South West › South West Wiltshire › Trowbridge Adcroft
Urban > 10k - less sparse
Free school meals %

rooms to rent in Trowbridge

Schools nearby

  1. 0.1 miles Trowbridge Parochial Church of England Junior School BA148TE
  2. 0.4 miles Paxcroft Primary School BA147EB (299 pupils)
  3. 0.4 miles Larkrise School BA147EB (81 pupils)
  4. 0.5 miles Margaret Stancomb Nursery and Infants' School BA148PB
  5. 0.6 miles Roundstone Preparatory School BA147EG
  6. 0.8 miles Hilperton Church of England Voluntary Controlled Primary School BA147SB (175 pupils)
  7. 0.9 miles Newtown Community Primary School BA140BB (199 pupils)
  8. 0.9 miles St John's Catholic Primary School, Trowbridge BA149EA (307 pupils)
  9. 0.9 miles Newtown Junior School BA140BB
  10. 0.9 miles Trinity Infant School BA140BB
  11. 0.9 miles The Mead Community Primary School BA147GN
  12. 0.9 miles The Mead Community Primary School BA147GN (505 pupils)
  13. 0.9 miles Castle Mead School BA146GD
  14. 1 mile Young People's Support Service BA140AU
  15. 1 mile Trowbridge Longmeadow Primary School BA147HE
  16. 1 mile Oasis Academy Longmeadow BA147HE (125 pupils)
  17. 1.1 mile Walwayne Court School BA149DU (285 pupils)
  18. 1.1 mile Staverton Church of England Voluntary Controlled Primary School BA146NZ (238 pupils)
  19. 1.1 mile The John of Gaunt School BA149EH
  20. 1.1 mile St Augustine's Catholic College BA149EN
  21. 1.1 mile Emmaus School BA146NZ (72 pupils)
  22. 1.1 mile St Augustine's Catholic College BA149EN (953 pupils)
  23. 1.1 mile The John of Gaunt School BA149EH (1262 pupils)
  24. 1.3 mile The Clarendon College BA140DJ

List of schools in Trowbridge

Age group 3–11
Inspection date(s) 20–21 March 2012
Inspection number 381894

Bellefield Primary and Nursery School

Inspection report

Unique reference number 135484
Local authority Wiltshire
Inspect ion number 381894
Inspect ion dates 20–21 March 2012
Lead inspector David Curtis

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary
School category Voluntary controlled
Age range of pupils 3–11
Gender of pupils Mixed
Number of pupils on the school roll 298
Appropriate authority The governing body
Chair Jane Goldstone
Headteacher Steve Wigley
Date of previous school inspection 3–4 February 2009
School address Windermere Road
BA14 8TE
Telephone number 01225 753530
Fax number 01225 719050
Email address reveal email: adm…

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Inspection team

David Curtis Additional inspector
Jill Arnold Additional inspector
Jennie Cutler Additional inspector

This inspection was carried out at two days’ notice. Inspectors observed 22 lessons

taught by 11 teachers. Meetings were held with the senior leadership team, the Chair
of the Governing Body, the school council, a group of pupils from Year 6 and parents
and carers. Inspectors took account of the responses to the on-line questionnaire

(Parent View) in planning the inspection, observed the school’s work and looked at
data showing pupils’ progress, policies relating to child protection and safeguarding

and minutes of meetings held by the governing body. The inspectors looked at 72
questionnaires returned by parents and carers, together with those completed by
staff, and pupils in Years 3 to 6.

Information about the school

This is a larger than average primary school. In the Early Years Foundation Stage,
there is a Nursery, a single Reception class and a mixed Reception/Year 1 class.
Twenty-four per cent of pupils come from minority ethnic heritages, mainly Eastern
European and Turkish. The proportion of pupils with English as an additional
language is above the national average. The proportion of disabled pupils and those
who have special educational needs is above the national average. The proportion of
pupils known to be eligible for free school meals is above the national average. The
number of pupils who join or leave the school other than at the normal times is high.

The school meets the government’s current floor standards, which set out the

minimum expectations of pupils’ attainment and progress. The school received a
monitoring inspection on 19 October 2010 when it was judged to have made good
progress in making improvements and good progress in demonstrating a better
capacity for sustained improvement following the previous inspection in February


The on-site Surestart Children’s Centre was inspected on 21–22 March and is subject
to a separate inspection report.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness 2
Achievement of pupils 2
Quality of teaching 2
Behaviour and safety of pupils 2
Leadership and management 2

Key findings

  • This is a good school. Parents and carers are extremely positive about how the
    school supports their children’s learning and development. It is a very inclusive
    and harmonious school community. It has built successfully on the strengths
    identified in its monitoring inspection. It is not an outstanding school because
    although it is improving rapidly, improvements in pupil achievement and
    teaching are still required.
  • Pupils’ achievement is good and attainment is improving rapidly, especially at
    the end of Year 2, where they were low for the previous four years. They are
    now broadly average, for the first time in recent years, in reading, writing and
    mathematics. The upward trend in attainment at the end of Year 6 continues.
  • The rapid improvement in attainment is the result of good teaching, especially
    in the vital key skills of literacy and numeracy. Intervention programmes, such
    as ‘Every Child Counts’ and ‘Reading Pals’, contribute significantly to much
    better progress made by pupils vulnerable to underachievement. Teachers’
    marking is inconsistent in telling pupils how they can improve their work. On
    occasions, lesson introductions are too long and work is not matched to pupils’
  • Pupils’ behaviour and safety awareness have improved significantly. Pupils
    behave well and feel very safe in school. Their attendance is also much
    improved, with a marked reduction in the rates of exclusion. In lessons, pupils
    show very positive attitudes to learning and are a key feature of their good
    behaviour and safety.
  • Leaders and managers are very successful in securing the rapid improvement of
    teaching and the attainment of pupils. They ensure that a strong focus is
    continually maintained on regularly checking pupils’ progress. In this way, as
    well as through rigorous and accurate self-evaluation, the school adopts a
    robust approach towards managing its performance.

What does the school need to do to improve further?

  • Reduce the number of lessons where pupils spend too long sitting and listening
    Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate
    Please turn to the glossary for a description of the grades and inspection terms
    to teachers and ensure activities match closely the learning needs of all pupils.
  • Improve the consistency of teachers’ marking by telling pupils how they can
    improve their work and linking this more closely to pupils’ targets for reading,
    writing and mathematics.

Main report

Achievement of pupils

Inspection evidence supports the views of parents and carers that their children
make good progress at school. Children start school with skills and knowledge that
are well below expectations for their age, especially in communication, language and
literacy. In Nursery and Reception, they make good progress, although attainment is
below average when they start Year 1. Children enjoy learning their letters and

sounds (phonics) and use their skills successfully to sound out ‘c’, ‘a’ and ‘t’ to read
‘cat’. Children listen attentively when required to do so and sustain interest and

concentration in both adult-led activities and those they choose for themselves.
Good progress continues in Key Stage 1, with the result that attainment has
improved from low to broadly average, for the first time in recent years. Attainment
in reading at the end of Year 2 is now broadly average, with pupils confidently using
their knowledge of letters and sounds to read new and unfamiliar words. Their
comprehension skills are much stronger than in previous years and pupils show an
enjoyment of reading. In lessons, pupils listen attentively to teachers and are
confident in answering questions and explaining, for example, how to extend the

number pattern ’15, 20, 25’. At the end of Year 6, pupils’ attainment is broadly

average in reading, with an increasing proportion reaching above average levels.
Pupils read fluently and with good understanding, as exemplified in a Year 6 lesson
where pupils made outstanding progress in retrieving information to answer

questions on ‘Goodnight Mr Tom’ as part of their study of the Second World War. A
strength of pupils’ learning across the school is their ability to work independently for

long periods. They take much care and pride in their work, including homework.
They work very well with classmates, especially in discussion tasks, and are keen to
help each other if they ‘get stuck’.
Disabled pupils and those with special educational needs make good progress and
the gap in their performance compared with similar groups nationally is closing fast.

Intervention programmes, such as ‘Every Child Counts’, show, on average, pupils

making 14 months’ progress in key aspects of mathematics following a 20-week
programme. Pupils from differing ethnic minority backgrounds, those eligible for free
school meals and those pupils arriving at the school at other than the usual times
also make good progress. Pupils with English as an additional language make
outstanding progress, with many arriving at the school with no English and going on
to reach or exceed the national average in English and mathematics at the end of
Year 6.

Quality of teaching

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Inspection evidence supports the views of parents and carers that their children are

taught well. Teachers’ planning is a strength, especially in showing in very clear

detail what pupils of each ability group are expected to achieve. A particularly strong
feature is that planning focuses very sharply on the needs of disabled pupils and
those with special educational needs, together with those who have English as an
additional language. Good quality planning, linked to very effective support in lessons
by teachers and teaching assistants, contributes significantly to good progress in
lessons and the rapid improvement in standards.

Teachers’ use of the school’s recently introduced ‘Creative Curriculum’ is highly

effective in promoting good learning and progress. In Years 5 and 6, where the topic
is the Second World War, pupils spent the day in role as evacuees and were

prepared, as happened during the inspection, for an ‘air raid’ and moved immediately
to the ‘Anderson Shelter’. By being in role, pupils learn to have a real empathy with

life as an evacuee and this, in turn, promotes effectively their spiritual, moral, social
and cultural development. In two outstanding lessons, pupils made excellent
progress in writing letters home, by responding to those that they had received from

their ‘parents’ still in London. Across the school, there is convincing evidence that
the ‘Creative Curriculum’ motivates and enthuses pupils in their learning, including

Teachers have high expectations of pupils, especially in terms of their learning to
work independently. Management of behaviour is good and learning is effective

because work is matched closely to pupils’ needs. While teachers mark pupils work

regularly and against the learning objectives for the lesson, occasionally they do not
let pupils know how they can improve their work. This inconsistency links closely to
teachers not always telling pupils what they need to do in order to reach a new
target in reading, writing and mathematics, once the current ones have been
reached. While most lesson introductions are brisk and challenging, there is still the
odd occasion where pupils sit for too long on the carpet listening and do not spend
enough time on activities specifically matched to their levels of ability.

Behaviour and safety of pupils

All pupils who returned the questionnaire said that they felt safe in school and this
was confirmed by discussions with them. Pupils particularly value their teachers and
know that they can turn to them with worries and concerns. Parents and carers who
completed the questionnaire agreed that the school keeps their children safe and
that behaviour is good, and inspectors agree with this. Pupils expressed no concerns
over behaviour either in lessons or in the playground. They are confident that
bullying does not take place. They show a good understanding of the different forms
of bullying. For example, they have a strong awareness of the dangers of ‘cyber
bullying’, such as through e-mails, text messages and social networking sites.

Pupils’ attendance has improved to broadly average as the result of sustained efforts

by leaders and the governing body to engage pupils, and parents and carers, in

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

recognising the importance of regular attendance and its impact on pupils’ learning
and progress. There have been no exclusions or racist incidents recorded in the
current school year.
Relationships between pupils in lessons are strong, with examples of pupils readily
helping and supporting each other, without prompts from their teacher. Older pupils
act as excellent role models for younger pupils, for example in taking them to

collective worship and the daily ‘Wake and Shake’ session.

Leadership and management

The headteacher, ably supported by the deputy headteacher and the senior
leadership team, have been successful in driving the school forward since its last
inspection and the monitoring inspection. The key successes have been in improving
the quality of teaching from satisfactory to good, which has been the chief factor in
the rapidly improving attainment of pupils, especially in Key Stage 1. Determined
actions have improved attendance, reduced exclusion rates to zero and eliminated
racist incidents. Leaders and managers have a detailed and accurate picture of the

performance of all groups of pupils by gender, ability, ethnicity and mobility. They

use this information highly effectively to target support for those pupils identified as
underachieving , through successful intervention programmes. The training of 17
volunteers to be ‘Reading Pals’ and their high quality support for pupils is a key

factor in the marked improvement in pupils’ reading. As a result of these significant

improvements, the school has the good capacity for further improvement.

The ‘Creative Curriculum’ is effective in supporting and extending pupils’ learning. It

is especially helpful in guiding pupils towards good use of their key literacy,
numeracy and information and communication technology skills in other subjects and
homework. Through the use of topics, such as ‘India’, ‘Africa’ and ‘World War II’, the
curriculum makes an effective contribution towards promoting pupils’ spiritual, moral,
social and cultural development.
The school leaders, staff and governors do not tolerate discrimination in any form
and the promotion of equality of opportunity is effective because of the rapid closing
of gaps between the performance of pupils in the school and that of pupils
nationally. The governing body is supportive of the school and effectively challenges
senior leaders in relation to the outcomes for pupils. Along with school leaders, it
ensures that all safeguarding and child protection requirements meet current


What inspection judgements mean

Grade Judgement Description
Grade 1 Outstanding These features are highly effective. An outstanding
school provides exceptionally well for all its pupils’ needs.
Grade 2 Good These are very positive features of a school. A school
that is good is serving its pupils well.
Grade 3 Satisfactory These features are of reasonable quality. A satisfactory
school is providing adequately for its pupils.
Grade 4 Inadequate These features are not of an acceptable standard. An
inadequate school needs to make significant
improvement in order to meet the needs of its pupils.
Ofsted inspectors will make further visits until it

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 46 46 8 0
Primary schools 8 47 40 5
14 38 40 8
Special schools 28 48 20 4
Pupil referral
15 50 29 5
All schools 11 46 38 6

New school inspection arrangements have been introduced from 1 January 2012. This means that
inspectors make judgements that were not made previously.
The data in the table above are for the period 1 September 2010 to 31 August 2011 and represent
judgements that were made under the school inspection arrangements that were introduced on 1
September 2009. These data are consistent with the latest published official statistics about
maintained school inspection outcomes (see
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Primary schools include primary academy converters. Secondary schools include secondary academy
converters, sponsor-led academies and city technology colleges. Special schools include special
academy converters and non-maintained special schools.

Percentages are rounded and do not always add exactly to 100.

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their

learning and development taking account of their

Attainment: the standard of the pupils’ work shown by test and

examination results and in lessons.

Attendance the regular attendance of pupils at school and in

lessons, taking into account the school’s efforts to

encourage good attendance.

Behaviour how well pupils behave in lessons, with emphasis

on their attitude to learning. Pupils’ punctuality to

lessons and their conduct around the school.

Capacity to improve: the proven ability of the school to continue

improving based on its self-evaluation and what
the school has accomplished so far and on the
quality of its systems to maintain improvement.

Leadership and management: the contribution of all the staff with responsibilities,

not just the governors and headteacher, to
identifying priorities, directing and motivating staff
and running the school.

Learning: how well pupils acquire knowledge, develop their

understanding, learn and practise skills and are
developing their competence as learners.

Overall effectiveness: inspectors form a judgement on a school’s overall

effectiveness based on the findings from their
inspection of the school.

Progress: the rate at which pupils are learning in lessons and

over longer periods of time. It is often measured

by comparing the pupils’ attainment at the end of a

key stage with their attainment when they started.

Safety how safe pupils are in school, including in lessons;

and their understanding of risks. Pupils’ freedom

from bullying and harassment. How well the school
promotes safety, for example e-learning.

22 March 2012
Dear Pupils

Inspection of Bellefield Primary and Nursery School, Trowbridge BA14 8TE

Thank you very much for making your contribution to the inspection through
completing questionnaires, reading to us and talking to us in lessons and around the
school. We enjoyed meeting you. We are pleased to tell you that you go to a good
school and that it has improved since its last inspection. I am pleased to say that
these are some of the areas in which the school is very successful:

  • You make good progress in reading, writing and mathematics and because of
    this, you now achieve as well as other pupils nationally.
  • In lessons, you work hard and with good concentration.
  • You really enjoy the good new ‘Creative Curriculum’ that your school provides.
  • Teaching is good and teachers have very high expectations that you should
    work hard – and you do!
  • Senior leaders and the governing body are determined that you should all learn
    to the best of your ability.

Here are a few things that your school needs to do to make it outstanding:

  • Ensure that you do not spend too long listening to teachers at the start of
    lessons and that the work you are asked to do is at the right level for you
  • ensure that when they mark your work, teachers always write comments to
    help you improve and give you clear ideas about the next targets you need to

You can help, especially by asking teachers how you can make your work better if
they do not tell you and always using your individual targets to help you learn in
Yours sincerely
David Curtis
Additional inspector


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