Belmont Castle Academy

Belmont Castle Academy

Address: Parker Road, Grays, Essex, RM17 5YN Unique reference number (URN): 139105

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Pupils progress through the curriculum well. The structured approach to learning helps pupils build knowledge securely and use it confidently in new situations. As a result, pupils achieve well. Outcomes in national tests are in line with the national average and have improved more recently to above-national averages in some areas, such as in reading and in phonics.

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Achievement Expected standard

Reading, writing and mathematics are key areas of focus. Pupils develop these core skills steadily from the Reception Year onwards. Pupils are well prepared for their next steps. Most pupils learn to read with increasing accuracy and fluency. Leaders’ checks, however, are not precise enough to identify where some pupils may need earlier support. This means a small number develop gaps in their learning.

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Achievement Expected standard

Staff have a clear understanding of pupils’ different starting points and can explain the progress that pupils make from these. Pupils’ work typically reflects the expectations set for them. They talk positively about their learning, including what they have improved and are proud of.

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Attendance and behaviour Expected standard

Improving pupils’ attendance is a priority. The school’s actions are helping more pupils attend regularly. Pupils respond positively to rewards that recognise good and improving attendance. Leaders know individual pupils well. The bespoke support they provide helps improve attendance, particularly for disadvantaged pupils. Leaders check whole ‑ school attendance patterns. Leaders do not use the information that they hold about whole-school attendance to identify comprehensively trends and patterns in absence, particularly for groups of pupils who may be more vulnerable.

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Attendance and behaviour Expected standard

Leaders have established a calm, orderly and respectful environment in which positive relationships underpin the school’s ethos. Staff model this effectively and consistently. This creates a culture where pupils feel safe, valued and ready to learn. The school does not tolerate any forms of discrimination or bullying. Pupils respect each other's differences and say that bullying is rare. Pupils know how to stay safe online. Clear routines and expectations are understood by all pupils. They demonstrate the ‘green to go’ behaviours, such as listening, following instructions and being ready to learn. The aspirational ‘gold’ standard promotes pupils’ self ‑ regulation, motivation and positive attitudes to learning.

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Attendance and behaviour Expected standard

Leaders analyse behaviour information well to identify patterns and trends, which ensures that support for pupils who need it is timely. Leaders work closely with parents and carers and ensure incidents are followed up robustly. They monitor cases carefully to prevent recurrence.

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Curriculum and teaching Expected standard

The curriculum is ambitious and sequenced well so that pupils build knowledge over time. Teachers have secure subject knowledge and set high expectations. This encourages pupils to try their best. Staff explain new concepts clearly and use effective questioning to check pupils’ understanding. Pupils are proud of their work. They talk confidently about what they have learned and why it matters for their future learning. They particularly enjoy art and design as well as physical education.

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Curriculum and teaching Expected standard

Leaders focus on developing pupils’ skills in reading, writing and mathematics, as well as extending their language. These skills are typically taught well across the school, helping pupils build confidence in their learning. Leaders understand the strengths of the curriculum and which elements would benefit from further strengthening. They typically identify gaps in pupils’ knowledge quickly. For example, leaders recognised that grammar needed strengthening and introduced a whole ‑ school approach to help pupils catch up and keep up. Leaders now need to evaluate more closely how well these changes are working.

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Curriculum and teaching Expected standard

Teachers make adaptations in lessons, including the use of visual resources, so pupils with additional needs can learn successfully. Focused support helps pupils overcome individual challenges.

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Early years Expected standard

The early years provision is a warm and caring place. Staff model positive behaviour at all times, and children respond well. Children settle quickly and feel safe and happy. Staff build strong and trusting relationships with parents and carers. Staff know the children well and offer steady care and encouragement. This helps children feel confident to explore, talk and take part in their learning. The calm environment supports their emotional wellbeing and helps them make steady progress across each area of learning.

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Early years Expected standard

Children learn to be independent. They learn simple tasks such as putting on their coats, choosing what they need and tidying up after activities. These routines help them grow in confidence and resilience. Clear daily structures help children feel secure and move smoothly from one activity to the next. This prepares them well for Year 1.

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Early years Expected standard

The early years curriculum is planned and sequenced appropriately. Leaders check how well it is working. However, this needs to be more robust so that, for example, phonics misconceptions are identified quickly and mathematical opportunities are fully maximised across the continuous provision.

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Early years Expected standard

Leaders have a secure understanding of how children develop language. Interactions between staff and children are positive. Staff in the nursery support language development well, including for disadvantaged children.

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Inclusion Expected standard

The school has an inclusive ethos. Staff quickly recognise what helps pupils learn best. Leaders focus on providing the right support at the right time. They check how well pupils are doing and review this support regularly. Leaders also review how additional funding for disadvantaged pupils is used to ensure it helps them make positive progress. This helps leaders understand what is working and what needs to improve. However, there is some lack of precision to leaders’ checks on how well pupils are supported to develop the specific skills that they need to be successful.

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Inclusion Expected standard

Teachers use a range of effective strategies to make learning accessible for everyone. Support is closely matched to individual needs. Lessons are adapted so pupils access high ‑ quality teaching alongside their peers. This includes matching learning to pupils’ interests and providing extra opportunities in the 'Nest’. These approaches help pupils take part and feel successful. Staff follow a clear process to identify pupils who need more help.

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Inclusion Expected standard

Staff are skilled at identifying pupils’ additional needs because of the high ‑ quality training they receive. For example, recent autism training has helped staff understand the difference between pupils’ self ‑ regulation needs and behaviour needs. Working with families and outside agencies, staff understand what each pupil needs, both at home and at school. This enables pupils to be successful in their learning within the school environment.

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Leadership and governance Expected standard

Leaders have a secure understanding of the school’s strengths and priorities for improvement. Their actions focus on raising standards, improving teaching and ensuring that pupils are well supported. For example, they have created provision for pupils with high levels of special educational needs and/or disabilities, which enables these pupils to succeed. Leaders use information from checks on teaching and learning to identify what needs to improve and act with urgency. However, some systems for checking practice lack rigour, which means they do not always have the consistent impact leaders intend.

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Leadership and governance Expected standard

Leaders have introduced a structured professional learning programme that links closely to the school’s priorities for improvement. This helps staff build their expertise. For most staff, the training programme is helping them develop the skills they need. However, leaders are not always quick to identify where further development is required, such as ensuring consistently high ‑ quality phonics teaching.

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Leadership and governance Expected standard

Leaders take staff wellbeing and workload seriously. They listen to feedback and promote a supportive culture. As a result, staff feel valued and able to focus on improving outcomes for pupils.

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Leadership and governance Expected standard

Governors carry out their duties with care and increasing confidence. They understand their statutory responsibilities and provide appropriate challenge and support to leaders. This now needs to be developed further to ensure that systems and processes work consistently well across the school.

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Personal development and wellbeing Expected standard

Personal development is well considered across the school and plays a central role in helping pupils grow into confident and curious individuals. The curriculum is planned carefully and contributes to pupils’ understanding of themselves and the world around them. Pupils develop a secure grasp of fundamental British values. They learn about the rule of law, mutual respect and tolerance. These ideas are promoted through assemblies, lessons and daily interactions, helping pupils see how these values shape the life of the school and their community.

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Personal development and wellbeing Expected standard

Pupils voice their opinions and take an active role in improving their school. They speak with enthusiasm about suggesting changes, such as playing music in the playground at lunchtime so dance and movement can be expressive and personal. They learn to listen to others, express their ideas clearly and understand that everyone’s voice matters. Pupils show respect for rules and appreciate their role in keeping everyone safe and happy.

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Personal development and wellbeing Expected standard

From Nursery onwards, staff support children to make choices and build independence, helping them develop resilience and confidence. Across the school, pupils benefit from a range of experiences that broaden their horizons. They learn about different cultures, traditions and backgrounds through lessons, celebrations, visits and visitors. This helps them appreciate diversity and develop empathy and curiosity about lives different from their own. Pupils enjoy learning from one another and show interest in different perspectives. For example, they understand why their friends wear different-coloured lanyards at lunchtime to reflect cultural food choices and allergies. Pupils learn about healthy relationships and what it means to be a good friend. They show kindness, openness and respect. As a result, pupils are well prepared for life in modern Britain.

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What it's like to be a pupil at this school

Belmont Castle Academy is an exciting and happy place to learn. Pupils are polite and welcoming. They greet visitors and new pupils with a smile and help them feel part of the community. Pupils enjoy coming to school each day because it is a safe, welcoming place where they feel valued and supported. They especially enjoy spending time in the playground, where they can play, explore and have fun with their friends. Many pupils say that the wide range of activities on offer, such as music sessions and energetic play with pom-poms, helps them develop confidence and creativity.

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What it's like to be a pupil at this school

Pupils’ behaviour is positive. They take pride in making the right choices and encourage others to do the same. Staff set high expectations from Nursery. Pupils follow well ‑ established routines and rules. From the earliest years, children learn how to take turns, share equipment and play safely. This helps them grow into kind and responsible members of the school community and prepares them for their next stage of education. Children learn to care for one another and look after equipment. Pupils play well together and form positive friendships. As a result, bullying is rare.

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What it's like to be a pupil at this school

Pupils enjoy school and attend well because they feel happy and secure. Pupils appreciate the support their teachers give and feel encouraged to do their best. Pupils who are disadvantaged or who have special educational needs and/or disabilities are well understood by staff. They receive the support they need to progress through the curriculum. As a result, most achieve well.

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What it's like to be a pupil at this school

Across the school, pupils show the school virtues, such as curiosity and perseverance, in all that they do. They are eager to learn and do not give up when faced with challenges.

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Team inspectors:

David Piercy, Ofsted Inspector Sarah Fowler, Ofsted Inspector Paul Fykin, Ofsted Inspector

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Next steps

Leaders should strengthen their checks on systems and processes so that the professional development programme is closely matched to the school’s context and areas that need further improvement. Leaders, including governors, should build on the improvements that they have made by checking rigorously on the impact of their approaches so that all pupils can achieve as well as possible.

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About this inspection

The school is part of Belmont Castle Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer Holly Pottle, and overseen by a board of trustees, chaired by Jeff Stafford.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty's Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the principal, vice principal and assistant headteachers during the inspection. The lead inspector also met with the chair of governors and the chief executive from the trust.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school does not use any alternative provision.

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About this inspection

Principal: Holly Pottle The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2024/25 (revised) 69% 62% Close to average

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average

2023/24 (final) 60% 61% Close to average

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average

2022/23 (final) 57% 60% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2024/25 (revised) 73% 72% Close to average

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average

2023/24 (final) 68% 72% Close to average

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average

2022/23 (final) 72% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 72% 73% Close to average

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average

2022/23 (final) 72% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2023/24 (final) 53% 46% Close to average

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average

2022/23 (final) 38% 44% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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national average

2023/24 (final) 74% 62% Close to average

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national average

2022/23 (final) 67% 60% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2024/25 (revised) 64% 59% Close to average

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average

2023/24 (final) 68% 58% Close to average

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average

2022/23 (final) 67% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 53% 59% Close to average

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average

2022/23 (final) 57% 59% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (2 term) 5.1% 5.2% Close to average

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national average

2023/24 (3 term) 5.1% 5.5% Close to average

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national average

2022/23 (3 term) 6.1% 5.9% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2024/25 (2 term) 13.4% 13.3% Close to average

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national average

2023/24 (3 term) 14.7% 14.6% Close to average

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national average

2022/23 (3 term) 17.8% 16.2% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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