School etc

Belmont Community Primary School

Belmont Community Primary School
Harrowby Lane

phone: 01476 567939

headteacher: Mr Matthew Davidson

reveal email: enqu…


school holidays: via Lincolnshire council

199 pupils aged 4—10y mixed gender
210 pupils capacity: 95% full

90 boys 45%


105 girls 53%


Last updated: Sept. 10, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 493512, Northing: 336672
GPS coordinates
Latitude: 52.919, Longitude: -0.61063
Accepting pupils
5—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Oct. 18, 2011
Region › Const. › Ward
East Midlands › Grantham and Stamford › Belmont
Urban > 10k - less sparse
Investor in People
Committed IiP Status
Free school meals %

rooms to rent in Grantham

Schools nearby

  1. 0.2 miles Blessed Hugh More School NG319NQ
  2. 0.3 miles The Grantham Church (VA) High School NG319RA
  3. 0.6 miles The Harrowby Church of England Infant School, Grantham NG319LJ
  4. 0.6 miles The Harrowby Church of England Infant School, Grantham NG319LJ (159 pupils)
  5. 0.7 miles Hill View Education Centre NG319LD
  6. 0.7 miles Belton Lane Community Primary School NG319PP (197 pupils)
  7. 0.9 miles The Saint Mary's Catholic Primary School, Grantham NG319AX (209 pupils)
  8. 0.9 miles The Grantham Sandon School NG319AX (76 pupils)
  9. 0.9 miles The Grantham Sandon School NG319AX
  10. 1 mile The Little Gonerby Church of England Infant School, Grantham NG319AZ
  11. 1 mile The Little Gonerby Church of England Infant School, Grantham NG319AZ (177 pupils)
  12. 1.1 mile Wyndham Park Nursery School NG319BB (108 pupils)
  13. 1.1 mile Kesteven and Grantham Girls' School NG319AU
  14. 1.1 mile Grantham College NG319AP
  15. 1.1 mile Kesteven and Grantham Girls' School NG319AU (1202 pupils)
  16. 1.2 mile St Anne's Church of England Primary School, Grantham NG319ED (202 pupils)
  17. 1.2 mile Dudley House School NG319AA (38 pupils)
  18. 1.3 mile The National Church of England Junior School, Grantham NG316SR
  19. 1.3 mile The King's School, Grantham NG316RP
  20. 1.3 mile The King's School, Grantham NG316RP (1012 pupils)
  21. 1.3 mile The National Church of England Junior School, Grantham NG316SR (402 pupils)
  22. 1.4 mile Cliffedale Primary School NG318DP (321 pupils)
  23. 1.4 mile The Central Technology and Sports College NG318ED
  24. 1.4 mile The Priory Ruskin Academy NG318ED (1023 pupils)

List of schools in Grantham

Age group 4–11
Inspection date(s) 18–19 October 2011
Inspection number 380009

Belmont Community Primary School

Inspection report

Unique Reference Number 120401
Local Authority Lincolnshire
Inspection number 380009
Inspection dates 18–19 October 2011
Report ing inspector Joanne Harvey HMI

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

Type of school Primary
School category Community
Age range of pupils 4–11
Gender of pupils Mixed
Number of pupils on the school roll 191
Appropriate authority The governing body
Chair John Haron
Headteacher Maxine Purvis
Date of previous school inspection 20 October 2008
School address Harrowby Lane
NG31 9LR
Telephone number 01476 567939
Fax number 01476 404039
Email address reveal email: enqu…


This inspection was carried out by one of Her Majesty’s Inspectors and two additional
inspectors. Fifteen lessons were observed and seven teachers seen. Inspectors held
meetings with representatives of the governing body, groups of pupils, leaders at all
levels, teachers, the learning mentor and a representative of the local authority.
They observed the school’s work and looked at: the school development plan;
assessment information; school and local authority (LA) monitoring information;
lesson plans; and school policies. The team analysed 38 questionnaires from parents
and carers, together with questionnaires from staff and a representative sample from

The inspection team reviewed many aspects of the school’s work. It looked in detail

at a number of key areas.

  • Are the very large majority of pupils making good progress in lessons?
  • Are teachers planning a curriculum which is well matched to the needs of all
  • Are there effective plans in place to ensure sustained and significant
    improvement for all groups within school and to promote community harmony
    beyond the school?

Information about the school

The school is smaller than average. Most pupils are of White British heritage. A very
small number are from Eastern Europe but none are in the early stages of learning
English. A greater proportion than is usually the case start and leave the school other
than at the normal times. A similar proportion to that found in most schools is known
to be eligible for free school meals. A higher proportion than in most schools have
special educational needs and/or disabilities, including those with a statement of
special educational need. The highest proportion of these are speech, language and
communication needs. The school has Healthy Schools status, ‘Sing Up’ Silver and
National Clean Air awards. The school operates its own breakfast club. There is a
privately owned after-school club onsite which is reported on separately.

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: how good is the school? 2
The school’s capacity for sustained improvement 2

Main findings

Belmont Community Primary School continues to provide a good quality of education
and has secured improvements to the quality of teaching and the curriculum it offers,
since the last inspection. The headteacher, supported by the senior leadership team,
is the driving force behind improvements. Staff and the governing body share her
vision that all pupils will succeed. Pupils make good progress in their learning
because of the large proportion of teaching which is good or better. Pupils are
inspired by a curriculum which mostly captures their interest and imagination. Adults
are supportive and form trusting relationships with pupils within the positive and safe
environment. These, together with pupils’ good behaviour and attendance, underpin

pupils’ good achievement and enjoyment.

Standards are broadly average in Years 4 to 6, but a pattern of improvement is
emerging. The school’s most recent assessment information and evidence in pupils’
work indicate that from low starting points, children are now leaving the Early Years
Foundation Stage having largely caught up with the levels of knowledge and
understanding expected for their age, and in Years 1 to 3 more pupils are exceeding
them. An increasing number of pupils are achieving the higher grades of which they
are capable. Pupils with special educational needs and/or disabilities are supported
well so that the vast majority of these pupils make good progress. A few instances
remain where teaching is satisfactory. For example, teachers’ expectations of what
pupils can achieve are not always high enough or the feedback they give to pupils
sometimes does not tell them clearly enough what they need to do to improve.
Pupils’ concentration, thinking skills and ability to work and solve problems
independently are developing well in the younger year groups. A very few older
pupils have not developed these skills sufficiently well to help them direct their own
learning or to evaluate their own success and therefore to make the very best of all
the opportunities they are offered.
The skills of senior and most middle leaders have been successfully developed so
that their evaluations are accurate and lead to well focused plans for improvement. A
few middle leaders are new. They have yet to play their full part in monitoring and

evaluating the school’s work and in producing action plans which identify targets for

pupils’ outcomes which can be easily checked for success. The recently reorganised
governing body is highly committed and offers practical support. Governors have still
to fully develop skills and systems that ensure they play their full part in checking the

school’s work and setting its strategic direction. However, the school demonstrates

its good capacity to improve and value for money through its strong track record of

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

improving provision and outcomes for pupils.

What does the school need to do to improve further?

  • Raise attainment in English and mathematics so that it is consistently above
    average by:
    ensuring all teachers share the highest expectations of what pupils can
    ensuring all pupils receive regular feedback which makes it clear to them
    what they need to do to improve their work and develop the skills to
    evaluate their own success
    developing pupils’ ability to learn independently, solve problems for
    themselves and to direct their own learning.
  • Strengthen the impact of leadership and management by:
    developing the role of all middle leaders so that they can check on the
    impact of their work effectively
    developing the skills of the governing body to bring more rigour to how
    they check on the work of the school.
    Children’s skills on entry to the school are low. Evidence presented in school and
    observed in lessons confirms that the very large majority make good progress over
    their time at the school. As a result, they attain broadly average standards in English
    and mathematics by the time they leave. The achievement of all groups is good
    because the school takes swift action to intervene if it identifies any differences in
    their performance, including for those who start at the school later than is usual.
    Those with special educational needs and/or disabilities also do well. In most lessons,
    pupils concentrate well and work well with a partner or in groups and this helps them
    to develop and offer their ideas readily. For example, in a lesson in Year 5, pupils
    made good progress in their understanding of the properties of shapes and the
    identification of nets. They were given clear direction and time to investigate and
    discuss their ideas with their peers before being challenged to apply their knowledge
    and clearly explain their thinking to the class. In contrast, in another class, while
    pupils who worked on a more challenging task with adult direction did well, some
    pupils made only satisfactory progress in their ability to work out the area of a shape
    because the task given was not challenging enough and was overly structured. They
    completed it quickly and found it more difficult to maintain their interest while they
    waited for further instructions from the teacher.
    Pupils develop many good personal skills. They are polite, respectful and know right
    from wrong. They are thoughtful of others and regularly raise money for local and
    national charities to help those who are less fortunate than themselves. Their
    spiritual, moral, social and cultural development is good overall, though their
    understanding of life in a multi-cultural society is relatively less well developed. Pupils
    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
    say that they feel safe and know whom to turn to if they are worried or upset. They
    have a good understanding of how to live a healthy lifestyle. Pupils put forward ideas
    and views through the school council. Many pupils willingly take on a range of
    responsibilities that contribute to the smooth running of the school, for example, as
    road safety officers, house captains and playground monitors. Pupils’ enterprise skills
    are advanced through opportunities to produce and sell products at a profit, for
    example, through the school fair. They are prepared suitably for the next stage of
    their education and lives.
Outcomes for individuals and groups of pupils 2

These are the grades for pupils’ outcomes

Pupils’ achievement and the extent to which they enjoy their learning
Taking into account:
Pupils’ attainment
The quality of pupils’ learning and their progress
The quality of learning for pupils with special educational needs and/or disabilities
and their progress



The extent to which pupils feel safe 2
Pupils’ behaviour 2
The extent to which pupils adopt healthy lifesty les 2
The extent to which pupils contribute to the school and wider community 2
The extent to which pupils develop workplace and other skills that will
contribute to their future economic well-being
Taking into account:
Pupils’ attendance


The extent of pupils’ spiritual, moral, social and cultural development 2

How effective is the provision?

The quality of teaching is good because the large majority of it enables pupils to
make good progress. Some teaching is outstanding and a very small minority of
satisfactory teaching remains. The planning format is well embedded and all teachers
plan lessons with pupils’ prior achievement in mind. Good-quality additional support
is provided for those who find tasks more difficult. In the best lessons, there is very
good use of ongoing assessment with teachers swiftly modifying their plans as a
result so that learning is highly individualised throughout. This was seen to be
extremely well done in a lesson in Year 2. The teacher provided a range of engaging
activities very well matched with high expectations for all abilities. She consistently

checked pupils’ understanding and gave them their next steps, ensured good

listening and concentration and was consistent with her use of praise to celebrate
success. Pupils were very clear about expectations and how to evaluate their own
success accurately. As a result, pupils were highly motivated and engaged and made


The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average;

and 4 is low

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

outstanding progress with their reading and writing skills. In practice, there remain
instances, particularly in Key Stage 2, where these features are not used as
consistently. Similarly, many examples of high quality marking and feedback were
seen, in keeping with the school’s agreed policy, but this is not always the case.
The curriculum has improved considerably since the last inspection. It is well planned

to focus on the progression of basic skills, though pupils’ presentation of their work,
other than in ‘Big Write’, does not always show off their skills to best advantage. The

curriculum is well enriched and extended with a variety of opportunities which are
enjoyed by pupils and have a high take up. Many partnerships are exploited which
result in specialised educational visits and extension activities for those with a gift
and talent, for example. A multitude of clubs suit the needs and interests of all.
Topics chosen for study are often stimulating. However, they are mostly initiated by
teachers and pupils have yet to fully find their voice and collaborate in making more
choices in directing their own learning.
Good-quality care for all pupils lies at the heart of the school’s ethos. New arrivals
are settled in carefully and structured programmes for those who need additional
nurture and support are swiftly put in place, often in partnership with a range of
other agencies and help children develop confidence. One parent volunteered about
pastoral care that, ‘This has been excellent, continuous and done in a very caring
and supportive way.’ Additional interventions are usually well targeted and secure
good progress, though the monitoring of their success occasionally lacks sufficient
rigour. The governing body provides a breakfast club onsite where pupils make a
happy and positive start to the day. Older children are proud to volunteer and work
in partnership with adults to provide excellent care for those who attend; behaviour
here is exemplary.

These are the grades for the quality of provision

The quality of teaching
Taking into account:
The use of assessment to support learning


The extent to which the curriculum meets pupils’ needs, including, where
relevant, through partnerships
The effectiveness of care, guidance and support 2

How effective are leadership and management?

Leadership and management have improved significantly in most respects since the

last inspection. The school’s continuous drive to raise aspirations for pupils and staff

has generated high morale. Senior leaders ensure self-evaluation is accurate and
data are presented clearly, interpreted accurately and used to set future priorities for
improvement. All middle leaders have yet to be equally effectively in this. Everyone is
clear about priorities, but milestones, expressed in terms of outcomes for pupils, are
not always set, so that the school cannot always closely evaluate its progress

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

towards them. The governing body ensures statutory responsibilities are met. For
example, at the time of the inspection, good arrangements were in place to
safeguard pupils through clear policies and strategies; parents and carers are
confident that their children are safe in school. Governors are aware that their role in
monitoring and evaluating the work of the school is not rigorous enough. They have
responded positively to training and support by reorganising their structure and
putting new systems in place.
The school is inclusive and the performance of groups is tracked to ensure equality
of opportunity. For example, gaps between the performance of girls and boys and
between those entitled to free school meals and other pupils are closing. The school
tackles discrimination determinedly and all pupils, whatever their need or disability,
are integrated and included in all that the school has to offer. Community cohesion is

promoted well within the school’s locality though plans to establish meaningful links

with contrasting schools in the United Kingdom and beyond are in their early stages
and their impact has yet to be evaluated.
Partnerships are developing well through innovative means of communication, a well-
presented web-site and the general high visibility and accessibility of staff. Plans are
in place to promote further the development of parents’ and carers’ skills in

supporting their children’s learning. Links with other local schools are used well, for

example, for academic coaching of particular pupils.

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambit ion and
driv ing improve ment
Taking into account:
The leadership and management of teaching and learning


The effectiveness of the governing body in challenging and supporting the
school so that weaknesses are tackled decisively and statutory responsibilities
The effectiveness of the school’s engagement with parents and carers 2
The effectiveness of partnerships in promoting learning and well-being 2
The effectiveness with which the school promotes equality of opportunity and
tackles discrimination
The effectiveness of safeguarding procedures 2
The effectiveness with which the school promotes community cohesion 3
The effectiveness with which the school deploys resources to achieve value for

Early Years Foundation Stage

Children are well cared for and thrive in this exciting environment. The many and
varied activities ensure that children make good progress and achieve well. Children’s

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

knowledge and skills are lower than expected on entry to the setting. Their
communication, language and literacy and personal skills are particularly low.
Children gain a wide experience of the six areas of learning because their needs are
carefully assessed and their progress tracked closely. Any gaps in learning are
identified and addressed. When they leave the Early Years Foundation Stage, an
increasing number of children have caught up with their peers nationally in all areas
of learning.
Children become confident and develop a range of skills that equip them well for the
future. They are successfully encouraged to be independent; for example, they can
organise themselves with coats and snacks. They learn good manners, know how to
take turns and handle equipment with care. They are taught to keep themselves safe
and healthy, for example, by regular hand washing. Children concentrate well when
working in a group with an adult or at a task on their own. There is a good balance
of adult-led and child-initiated activities. The opportunities now offered in the newly-
created outdoor classroom offer the same excitement, variety and freedom for
children to explore and discover as they enjoy indoors.
Effective systems for leadership and management are so well embedded that,
despite the temporary extended absence of the setting’s leader, children continue to
thrive. The environment is well organised, vibrant and safe. Adults work seamlessly
together to ensure that provision and outcomes continue to be good. Any potential

barriers to learning are identified quickly and support put in place to ensure everyone

is included. Strategies to develop thinking skills and good learning behaviour are well
embedded here and resources well directed. Leaders have identified the need to
develop further the involvement of parents and carers in the work of the setting.
However, parents and carers, quite rightly, value highly the care that is taken to
ensure children are happy and enjoying school life.

These are the grades for the Early Years Foundation Stage

Overall effectiveness of the Early Years Foundation Stage
Taking into account:
Outcomes for children in the Early Years Foundation Stage
The quality of provision in the Early Years Foundation Stage
The effectiveness of leadership and management of the Early Years Foundation



Views of parents and carers

A lower proportion of parents and carers than is usual responded to the
questionnaire. Of those who did respond, almost all expressed their satisfaction with

the quality of their child’s education. A very few parents and carers raised individual

concerns. These were discussed with the school while preserving the respondents’
anonymity. One view expressed by a parent or carer and which was representative of
several received noted that, ‘Belmont is a happy school and I am impressed with the

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

fact that the children from all year groups seem to be encouraged to befriend and

look out for younger children.’

Responses from parents and carers to Ofsted’s questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Belmont Community Primary
School to complete a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agreed with 13
statements about the school.
The inspection team received 38 completed questionnaires by the end of the on-site inspection. In
total, there are 191 pupils registered at the school.

Statements Strongly
Agree Disagree disagree
Total % Total % Total % Total %
My child enjoys school 26 68 12 32 0 0 0 0
The school keeps my child
21 55 17 45 0 0 0 0
The school informs me about
my child’s progress
13 34 23 61 1 3 1 3
My child is making enough
progress at this school
19 50 17 45 2 5 0 0
The teaching is good at this
16 42 22 58 0 0 0 0
The school helps me to
support my child’s learning
14 37 23 61 1 3 0 0
The school helps my child to
have a healthy lifestyle
18 47 19 50 0 0 0 0
The school makes sure that
my child is well prepared for
the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or entering
15 39 16 42 0 0 0 0
The school meets my child’s
particular needs
17 45 20 53 1 3 0 0
The school deals effectively
with unacceptable behaviour
10 26 22 58 1 3 1 3
The school takes account of
my suggestions and
12 32 20 53 2 5 0 0
The school is led and
managed effectively
12 32 25 66 1 3 0 0
Overall, I am happy with my
child’s experience at this
20 53 18 47 0 0 0 0

The table above summarises the responses that parents and carers made to each statement. The
percentages indicate the proportion of parents and carers giving that response out of the total number
of completed questionnaires. Where one or more parents and carers chose not to answer a particular
question, the percentages will not add up to 100%.


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 43 47 10 0
Primary schools 6 46 42 6
14 36 41 9
Sixth forms 15 42 41 3
Special schools 30 48 19 3
Pupil referral
14 50 31 5
All schools 10 44 39 6

New school inspection arrangements were introduced on 1 September 2009. This means that
inspectors now make some additional judgements that were not made previously.
The data in the table above are for the period 1 September 2010 to 08 April 2011 and 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.
Percentages are rounded and do not always add exactly to 100.
Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in

secondary schools, special schools and pupil referral units.

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their

learning, development or training.

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

examination results and in lessons.

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

improving. Inspectors base this judgement on 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 headteacher, to identifying priorities,
directing and motivating staff and running the

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. The following judgements,
in particular, influence what the overall
effectiveness judgement will be.

  • The school’s capacity for sustained
  • Outcomes for individuals and groups of
  • The quality of teaching.
  • The extent to which the curriculum meets
    pupils’ needs, including, where relevant,
    through partnerships.
  • The effectiveness of care, guidance and

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.

20 October 2011
Dear Pupils

Inspection of Belmont Community Primary School, Grantham NG31 9LR

Thank you for your contribution to your school's recent inspection. Special thanks go
to those of you who completed questionnaires for us or spoke directly with
inspectors. We learnt a lot about the school from these activities and watching you at
work and play. We were impressed with your politeness and good manners.
We found that yours is a good school. We were struck by the friendly and welcoming
atmosphere when we arrived. You study interesting topics and enjoy learning. This,
together with your good behaviour, is contributing to your good achievement. Your
teachers are good at their job. They mostly make sure that your work is pitched at
the right level for you, but we have asked them to make sure that this is always the
case so that you all reach the levels of which you are capable. We have also asked
them to help all of the older pupils to develop the skills they need to be able to work
on their own and to concentrate well, to think hard and solve problems for
themselves. The younger children are now learning to do these things very well.
Your headteacher has made a huge contribution to the improvements in school since
the last inspection, with the help and support of other school leaders and staff. We
have asked that leaders and governors who are new to their role are helped to
quickly be able to play their full part too.
You can all play your part by coming to school every day and continuing to behave
On behalf of the team, I wish you all every success in the future.
Yours sincerely
Joanne Harvey

Her Majesty’s Inspector


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