Setting

CfBT Inspection Services Suite 22 West Lancs Investment Centre Maple View Skelmersdale WN8 9TG T 0300 1231231 Text Phone: 0161 6188524 enquiries@ofsted.gov.uk www.ofsted.gov.uk Direct T 01695 566933 Direct F 01695 729320 Direct email: ggleaden@cfbt.com

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Mr Mark Dent Headteacher Belmont Cheveley Park Primary School Scardale Way Belmont Durham DH1 2TX

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Education act 2005 to Belmont Cheveley Park Primary School, Durham

Following my visit with Mark Evans, Her Majesty's Inspector, to your school on 13 May 2013, I write on behalf of Her Majesty's Chief Inspector of Education, Children's Services and Skills to report on the findings of my visit. Thank you for the help you gave me and for the time you made available to discuss the actions you are taking to improve the school since the most recent section 5 inspection.

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Education act 2005 to Belmont Cheveley Park Primary School, Durham

The visit was the first monitoring inspection since the school was judged to require improvement following the section 5 inspection in January 2013.

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Evidence

During the visit, I held meetings with the headteacher, other senior and subject leaders, a group of pupils, members of the governing body and a representative of the local authority. I evaluated the school improvement plan and scrutinised a range of documents including minutes of governing body meetings, the school’s own records on checking the quality of teaching and pupils’ progress and reports from the local authority.

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Context

Since the January 2013 inspection, one teacher has retired and a member of staff has been appointed in the learning resource base. Two parent governors and one community governor have been appointed.

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Main findings

As headteacher, you are taking rigorous steps to address the areas for improvement identified in the January 2013 inspection and are clearly determined to improve the school to ensure that all pupils make good or better progress. You and senior leaders have re- written the school improvement plan and it is now sharply focused on the areas for improvement. It contains clear targets which ensure that progress can be measured.

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Main findings

Subject and middle leaders are beginning to develop their roles in checking and evaluating the quality of teaching and pupils’ achievement. For example, the mathematics leader has conducted an audit of the quality of teaching and pupils’ progress to identify any areas of underachievement. Targeted support is being given to pupils who need it and senior leaders consider that this work is having a beneficial impact on pupils’ progress.

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Main findings

Governors are now challenging the work of the school more effectively. Some governors are using their knowledge and expertise to check and evaluate aspects of work of the school such as in the Early Years Foundation Stage. The Chair of Governors has conducted reading tests with pupils in Years 1 to 5. This provides a baseline from which he will be able to measure pupils’ progress in reading. However, other governors are not involved in gathering such first-hand evidence of the impact of the actions taken on the progress made by pupils.

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Main findings

Senior leaders and governors have begun to take effective action to tackle the areas requiring improvement identified at the recent section 5 inspection. Following the visit to the school, HMI recommend that further action is taken to:

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Main findings

● ensure that all governors are involved in checking and evaluating the quality of teaching and the progress of pupils through gaining first-hand evidence of the work of the school.

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Main findings

Ofsted will continue to monitor the school until its next section 5 inspection.

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External support

Through the Education Development Partner and Education Development Advisers, the local authority is providing effective support for the school’s work to improve assessment practice, the quality of teaching and learning and the provision for disabled pupils and those with special educational needs. This is helping to ensure these pupils are now making similar progress to their peers. Partnerships have been developed with two local schools, Red Rose Primary School and Thornhill Primary School, so that staff can observe and share good practice in teaching.

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External support

I am copying this letter to the Chair of the Governing Body and the Director of Children's Services for Durham.

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