Belmont Park School

Inspection of Belmont Park School Leyton Green Road, Leyton, Waltham Forest, London E10 6DB

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Previous inspection grade Good 10 and 11 June 2025

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What is it like to attend this school?

The school is determined that every pupil will have improved life chances. Once engaged in school, most pupils gain the qualifications needed to secure post-16 education.

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What is it like to attend this school?

As a result of significant leadership changes, pupils have experienced a period of disruption at this school. This has had an impact on pupils’ learning and progress. Following recent improvements, pupils enjoy coming to school. They particularly value the caring and supportive culture that has been established. Pupils appreciate that staff get to know each of them individually and understand their needs, interests and motivations.

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What is it like to attend this school?

When behaviour falls below expectations, pupils know that adults will deal with any issues immediately and sensitively. Due to their needs, pupils sometimes find it hard to manage their emotions. When this happens, well-trained staff skilfully support them. In the main, pupils behave well in lessons and during social times. They learn to recognise the importance of accepting differences between people.

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What is it like to attend this school?

Pupils, parents and carers, and staff share a strong sense of optimism about the school’s future. Parents and staff speak highly of the new headteacher and leadership team. They feel listened to, supported and confident in the school’s direction.

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What does the school do well and what does it need to do better?

The school has established an ambitious curriculum. This sets out how pupils’ knowledge builds logically over time. It places equal emphasis on communication, independence and emotional development, alongside academic achievement. The school is not currently delivering the new curriculum consistently well in all subjects. Consequently, some pupils are not achieving the best possible outcomes.

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What does the school do well and what does it need to do better?

When engaged in learning, pupils achieve well. Creative subjects, such as art, and practical activities, such as cooking, are used effectively in order to build confidence and engagement. However, on occasion, in some subjects the work set for pupils does not align with their special educational needs and/or disabilities (SEND). Recently, extensive training has taken place to help teachers to adapt their lessons to meet the needs of pupils. Pupils respond with enthusiasm to staff’s teaching of curriculum content.

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What does the school do well and what does it need to do better?

The school has successfully raised the profile of reading. Staff create as many opportunities as possible for reading during the school day. This has helped pupils become more confident readers. A new school library, designed with input from pupils, supports the school’s aim to foster a love of reading.

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What does the school do well and what does it need to do better?

The school has implemented a carefully designed careers programme. This ensures that pupils are well prepared for some of the challenges they may face when they become adults. Pupils develop positive attitudes that will help them to cope with the demands of employment, further education or training. Leaders work closely with local colleges so that the pupils have the best possible chance of success. 10 and 11 June 2025

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All staff consistently model calm and respectful behaviour, which contributes to a sense of safety and stability for pupils. The school analyses data on behaviour meticulously, so that adjustments can be made to meet pupils’ specific needs. These include work with a range of specialists to support the pupils complex emotional and behavioural needs. As a result, there has been a reduction in exclusions.

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Pupils’ attendance typically improves once they join the school. Staff work closely with parents and external agencies to support regular attendance. The school is constantly seeking different ways to support those pupils to overcome any barriers which prevent them from attending school regularly.

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The governing body provides strong leadership for the school’s long-term development. Governors demonstrate a deep understanding of the school’s context and are committed to raising pupils’ aspirations. Staff well-being and workload are set as ongoing priorities. Governors are well trained and have been proactive in addressing previous areas of weakness. The transition to the new leadership team has been managed with care and foresight.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The school is not currently delivering the new curriculum consistently well in all subjects. As a result, some pupils do not build their knowledge well enough over time. The school should ensure that all subject curriculums are implemented as intended.  Some teaching is not as well matched to pupils’ individual needs as it could be. This hinders pupils’ learning of the curriculum and prevents them from achieving as well as they could. The school should ensure that learning activities take account of the needs of pupils with SEND so that they achieve the best possible outcomes.

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How can I feed back my views?

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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Further information

You can search for published performance information about the school. 10 and 11 June 2025

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In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked-after children (children in local authority care) and/or children who left care through adoption or another formal route). 10 and 11 June 2025

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School details

Local authority London Borough of Waltham Forest

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 20 and 21 March 2024, under section 8 of the Education Act 2005

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Information about this school

 Many of the pupils have experienced disruption to their education before joining the school.  The school offers full-time places for pupils who have an education, health and care plan or are in the process of obtaining one.  The school caters for pupils with social, emotional and mental health needs. Some pupils may have additional diagnoses and needs.  The school also offers short-term places for who are at risk of or have been permanently excluded.  At the time of the inspection, the school was not making use of alternative provision, and no students were on roll in the sixth form.  The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships. 10 and 11 June 2025

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth-form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  The inspectors met with the headteacher, consultant headteacher, other school leaders. They also met with the chair of governors, members of the governing body and representatives of the local authority.  The inspectors visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  The inspectors spoke to school leaders about behaviour, attendance and pupils’ personal development. The inspectors also spoke to pupils about these topics.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around

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Information about this inspection

safeguarding that puts pupils’ interests first.  The inspectors considered the responses to Ofsted’s surveys for pupils and staff and from parents to Ofsted Parent View.

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Inspection team

Francis Gonzalez, lead inspector Ofsted Inspector

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Inspection team

Penny Barratt Ofsted Inspector 10 and 11 June 2025

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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 looked-after children, safeguarding and child protection.

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