Belmont Junior School

Inspection of Belmont Junior School Rusper Road, London N22 6RA

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Previous inspection grade Outstanding 20 and 21 April 2022

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What is it like to attend this school?

Pupils are happy and are kept safe. There is little bullying. Any incidents that occur are dealt with promptly. Pupils say that if there are problems and you tell a teacher, they stop.

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What is it like to attend this school?

Leaders are ambitious that all pupils will achieve well. This includes those with special educational needs and/or disabilities (SEND). Expectations in lessons reflect this. Subject plans are typically well organised, which helps pupils use their knowledge and learn more.

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What is it like to attend this school?

Pupils behave well and are generally kind to each other. They show high levels of respect during lessons and enjoy learning. However, on occasions, pupils show a lack of respect for each other. This happens when pupils are in the playground. Leaders know this and are working on it, including through teaching about relationships in the personal, social and health education (PSHE) curriculum.

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What is it like to attend this school?

Pupils said that they love their school. They enjoy the wide range of clubs that are on offer and appreciate the support they receive from staff. Pupils said that they can be who they want to be. They said that differences will be respected. They see not having a school uniform as a positive part of their self-expression.

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better?

The learning environment is calm and orderly, and importance is placed on learning. Pupils know that good behaviour is necessary to achieve this, and they rise to this expectation. Pupils are engaged, and focused on learning, in all lessons.

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better?

Leaders have high ambition for all. A strong, inclusive culture is the norm. Pupils with SEND receive an individualised offer and families are fully involved in decisions. As a result, these pupils make good progress, with assistance to access the same learning as their peers.

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better?

The wider curriculum matches the scope and ambition of the national curriculum. Leaders have carefully selected commercial schemes to support pupils’ learning across the school for most subjects. Subject leaders are knowledgeable and well trained. Those new to their role are being coached to develop the same expertise.

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better?

Overall, learning is clearly planned and builds sequentially to help pupils know and remember more over time. In history, art and design, mathematics, religious education (RE) and computing, pupils demonstrate strong understanding. Learning is revisited to help pupils make links with new learning. In RE, the commercial scheme of work has been adapted to suit pupils’ needs. A bespoke RE offer has been created for Year 6. This is to ensure learning missed due to COVID-19 is covered and pupils are well prepared for the next stage of their education. However, some aspects still need further work. In geography, mapping skills are not taught in sufficient detail. As a result, pupils are not developing the required knowledge. Leaders have not clearly identified what pupils need 20 and 21 April 2022

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to know to be able to read maps. This includes the use and construction of maps, the use of atlases and globes and the development of those geographical skills.

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A love of reading is promoted through the careful selection of stories across the curriculum. Pupils talk confidently about favourite books. Leaders are committed to reading catch-up. They work closely with pupils’ previous schools so that those who need extra help receive it as soon as they start in Year 3. Gaps in knowledge are quickly identified and a bespoke offer is provided to fill these gaps. Pupils make progress with developing fluency. While the intervention programme achieves this, it is not as consistent within the classroom. Staff have had some training, but more is required for all. This is to achieve uniformity and make sure pupils catch up as quickly as possible.

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The school’s wider offer provides many opportunities for pupils to develop their social, moral, spiritual and cultural understanding. In RE, the curriculum helps pupils’ understanding of the many different faiths and values. Pupils also have opportunities to enjoy the natural world, through raising chickens and growing vegetables in the school garden. They are well prepared for life in modern Britain.

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Leaders, including governors, understand their statutory duties. They have an accurate understanding of the school’s strengths and the areas they want to develop further. Considerable disruption within leadership staffing has meant additional training and coaching to maintain standards, procedures and practice. As a result, occasionally, oversight has not been rigorous enough.

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Staff are overwhelmingly positive regarding the support they receive for their own well- being and workload. They say they feel listened to and valued.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

A strong safeguarding culture exists in the school. Leaders, including governors, know their responsibilities for safeguarding. Staff receive regular training. This helps them to be vigilant and identify concerns as they arise. A rigorous reporting system ensures nothing is missed. Leaders work well with a range of agencies to get pupils and families the assistance they need.

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Safeguarding

Leaders are aware of procedures for keeping pupils safe in relation to attendance. Further training is planned for administrative staff, to refresh them on the latest guidance.

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Safeguarding

Workshops are used to reinforce the PSHE curriculum and pupils’ understanding of safety.

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(Information for the school and appropriate authority)

 In geography, mapping skills are not taught in sufficient detail. Pupils are not developing this geographical skill well enough. Leaders need to identify clearly what 20 and 21 April 2022

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pupils need to know to be able to read maps. They must ensure this knowledge is sequenced from Years 3 to 6. Leaders should make sure that teaching of this strand enables pupils to acquire a deep and secure understanding of all the essential subject content and key vocabulary.  Pupils who need support with phonics and early reading are supported well within a bespoke intervention. However, this is not as consistent within the classroom because not all staff have had sufficient training to deliver additional phonics. Therefore, more training is required for all staff to support the delivery of the phonics scheme. This will ensure consistency across all learning and help pupils catch up as quickly as possible.  Leaders manage the school well. Considerable disruption within leadership staffing over the past few years has added additional challenge. Leaders must ensure that there is sufficient oversight of policy and practice across all areas. This will mitigate any

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possibility that slippage will occur and ensure procedures and practice remain strong.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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How can I feed back my views?

If you are the school and you are not happy with the inspection or the report, you can complain to Ofsted .

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 20 and 21 April 2022

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 10 December 2007

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Information about this school

 The school is a smaller than average-size school.  The school runs a breakfast and after-school club.

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Information about this inspection

The inspectors carried out this inspection under section 5 of the Education Act 2005.

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Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  The inspectors met with the headteacher, the acting deputy headteacher, the acting assistant headteacher and members of staff. They also spoke with a representative of the local authority and met with four governors, including the chair of governors.  The inspectors carried out deep dives in these subjects: early reading, mathematics, history and art and design. For each deep dive, the inspectors met 20 and 21 April 2022

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with subject leaders, looked at curriculum plans, visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  The inspectors also looked at curriculum plans, talked to subject leaders and spoke to pupils about religious education, geography and computing.  The inspectors looked at a range of documents, including leaders’ priorities for improvement.  The inspectors reviewed the arrangements for safeguarding by scrutinising records and through discussions with leaders, staff and pupils.  The views of pupils, parents and staff were gathered through discussions, and Ofsted’s surveys were considered.

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Inspection team

Samantha Ingram, lead inspector Her Majesty’s Inspector

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Inspection team

Jean Thwaites Her Majesty’s Inspector 20 and 21 April 2022

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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