Bellfield Junior School

Bellfield Junior School

Address: Vineyard Road, Northfield, Birmingham, West Midlands, B31 1PT Unique reference number (URN): 103291

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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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Personal development and wellbeing Strong standard

Leaders have established a highly effective personal development programme that is carefully tailored to the needs of the school community. This is underpinned by the school’s shared vision of the ‘Bellfield Child’ and the qualities and character they need to succeed beyond primary education. Leaders place a strong emphasis on ensuring that all pupils, including disadvantaged pupils and those with special educational needs and/or disabilities, benefit fully from the school’s extensive offer. As a result, pupils feel valued, included and ambitious for their futures.

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Personal development and wellbeing Strong standard

The personal, social, health and economic education curriculum is well planned and builds pupils’ understanding progressively over time. Pupils learn about healthy relationships, physical and mental wellbeing, diversity and equality in an age-appropriate way. They speak confidently about how to stay safe online and understand the risks associated with social media and sharing personal information. Older pupils demonstrate a mature understanding of consent, peer influence and the importance of making informed choices. Pupils understand fundamental British values well and can explain how democracy, individual liberty and the rule of law influence everyday life.

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Personal development and wellbeing Strong standard

The school provides a rich range of opportunities that broaden pupils’ horizons and nurture their talents. Pupils participate enthusiastically in clubs, performances, sporting events and educational visits. Leadership opportunities, including serving as members of the school parliament, house captains and play leaders, help pupils develop responsibility and independence. Pupils take pride in contributing to the school and wider community through charitable fundraising, drama projects and partnerships with local organisations. These experiences help pupils to develop resilience, teamwork and empathy.

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Personal development and wellbeing Strong standard

Pastoral support is a particular strength. Staff know pupils and their families extremely well and respond quickly, when additional support is needed. Pupils trust adults and are confident to seek help. The impact of the school’s work is evident in pupils’ respectful attitudes, strong sense of belonging and readiness for the next stage of their education and life in modern Britain.

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Achievement Expected standard

Pupils make suitable progress from their starting points. On the whole, pupils are prepared well for secondary school. They develop secure knowledge and skills in reading, writing and mathematics and build successfully on prior learning as they move through the curriculum. Most pupils remember important learning over time and apply it confidently in a range of subjects. Pupils with special educational needs and/or disabilities make positive progress from their starting points. Pupils accurately use the vocabulary they are explicitly taught to explain their learning. Pupils who have gaps in their phonics knowledge catch up effectively. As a result, most pupils become fluent readers by the end of key stage 2. Published outcomes in national assessments are broadly in line with national averages. Disadvantaged pupils achieve close to national averages in published outcomes. However, variability in teachers' expectations of

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Achievement Expected standard

legibility and fluency of handwriting means that attainment in writing is not as strong as it is in reading and mathematics. Leaders have begun to strengthen this.

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Attendance and behaviour Expected standard

Attendance is led strategically through a clear whole-school approach that prioritises pupils’ engagement, wellbeing and achievement. Leaders analyse attendance information closely, identifying emerging patterns and intervening promptly where concerns arise. Staff work effectively with families, external agencies and pupils to address barriers to regular attendance, including those linked to health, anxiety and wider vulnerabilities. Targeted support is tailored to pupils’ individual circumstances, helping them to re-engage successfully with school. As a result, attendance is improving steadily. Persistent absence is reducing, including for disadvantaged pupils and those with special educational needs and/or disabilities (SEND). Leaders evaluate the impact of their actions carefully and adapt strategies where necessary to secure continued improvement.

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Attendance and behaviour Expected standard

Pupils behave well in lessons and around the school. Relationships between staff and pupils are positive and contribute to a calm, orderly learning environment. Learners demonstrate respectful attitudes towards one another and are typically focused on their learning. Leaders have established clear expectations for behaviour, which are applied consistently by staff. Bullying and discriminatory behaviour is uncommon. When reported, it is dealt with swiftly and effectively. Pupils are confident that adults will listen to and address concerns. The school promotes an inclusive culture. Appropriate adaptations and support enable pupils with SEND to participate successfully and maintain positive attitudes to learning.

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Curriculum and teaching Expected standard

Leaders have developed a broad, ambitious curriculum that is carefully planned to help pupils build knowledge and skills over time. They have identified the important learning pupils need to know in each subject and organised this in a logical sequence across the school. Leaders regularly review the curriculum and make refinements where needed. As a result, pupils are generally well prepared for the next stage of their education.

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Curriculum and teaching Expected standard

Teachers receive well-considered training and support to teach the curriculum confidently. Staff typically present new learning clearly and use questioning effectively to check pupils’ understanding. In lessons, teachers revisit previous learning so pupils make links between new and existing knowledge. They adapt activities to support pupils with special educational needs and/or disabilities, enabling them to learn alongside their peers. Where pupils develop gaps in their learning, staff provide timely support to help them catch up. However, teachers do not always use assessment effectively to adapt learning opportunities to enable all pupils to achieve their full potential across the curriculum.

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Curriculum and teaching Expected standard

Leaders place a strong emphasis on developing pupils’ reading, writing and mathematical understanding. Pupils have regular opportunities to apply these skills across different subjects. Staff also promote vocabulary development effectively. Consequently, pupils communicate their ideas with increasing confidence.

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Inclusion Expected standard

Leaders identify pupils’ needs promptly and use a range of information to understand any barriers that may affect learning or wellbeing. This includes pupils with special educational needs and/or disabilities and disadvantaged pupils. Staff work closely with parents, carers and external professionals to build a detailed picture of pupils’ individual circumstances. This helps leaders to put appropriate support in place at the earliest opportunity.

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Inclusion Expected standard

Staff receive regular training that strengthens their understanding of pupils’ needs and develops their confidence in adapting teaching. Teachers use a range of strategies, such as visual prompts and carefully planned classroom routines, to help pupils access the same curriculum as their peers. Leaders review the effectiveness of interventions and make timely changes when support is not having the intended impact. They ensure that support promotes pupils’ independence and enables them to participate fully in school life.

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Inclusion Expected standard

Additional funding is used thoughtfully to reduce barriers and widen opportunities for pupils. Disadvantaged pupils achieve well by the end of key stage 2, especially in mathematics. Leaders work effectively with families and specialist agencies to shape provision and raise aspirations. Staff within the school’s resourced provision, ‘Temple’, understand pupils' individual needs and provide effective support that helps them access learning successfully. As a result, pupils are included and are supported to achieve well from their starting points.

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Leadership and governance Expected standard

Leaders and those responsible for governance have a clear and accurate understanding of the school’s strengths and the areas that require further development. They use this knowledge to identify appropriate priorities and take timely action to improve pupils’ experiences. Leaders ensure that decisions are rooted firmly in pupils’ best interests, particularly for those who are disadvantaged or have special educational needs and/or disabilities. They monitor the impact of their work carefully and adapt plans when necessary. As a result, the school continues to move forward with purpose and ambition.

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Leadership and governance Expected standard

Governors fulfil their statutory responsibilities effectively. They maintain a secure overview of the school’s work through regular visits, detailed reports and discussions with leaders. Governors provide both support and challenge, helping leaders remain focused on improving outcomes for pupils while maintaining a strong commitment to safeguarding, inclusion and equality. They understand the school’s context well and ensure that resources are used appropriately to benefit pupils’ learning and wellbeing.

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Leadership and governance Expected standard

Staff value the supportive and collaborative culture that leaders have established. Professional development is carefully planned and linked to the school’s priorities. Staff benefit from coaching, mentoring and opportunities to work alongside colleagues within and beyond the school. Leaders are considerate of workload and wellbeing. Consequently, staff feel respected, motivated and well equipped to provide pupils with a high-quality education. Parents and carers are overwhelmingly positive about the school and value the care shown towards their children.

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

Pupils enjoy attending Bellfield Junior School and most attend regularly. Pupils arrive each day ready to learn and take pride in being part of the school community. Staff know pupils well and build positive relationships based on mutual respect and trust. Pupils feel safe and valued. They know that adults listen to their concerns and provide support when needed. As a result, pupils are happy and speak confidently about the positive difference this makes to their wellbeing.

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

Pupils demonstrate positive attitudes to their learning. They understand the school’s expectations and respond well to established routines. Classrooms are calm and pupils engage positively in lessons and talk articulately about what they have learned. They build securely on what they already know. Those who need additional support, including pupils with special educational needs and/or disabilities, receive effective help that enables them to overcome barriers to learning and participate fully in school life. By the end of key stage 2, achievement across the curriculum is generally secure. Pupils are increasingly developing accurate spelling and handwriting, although further improvements remain a focus.

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

Pupils have a strong sense of belonging. They treat one another with kindness and consideration. Social times are well organised and pupils talk enthusiastically about the resources that they have access to. They play cooperatively with one another. Pupils say that bullying and discriminatory behaviour are rare, and they are confident that any concerns are resolved quickly.

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

Beyond the classroom, pupils receive access to a wide range of opportunities that enrich their experiences and broaden their horizons. They eagerly participate in clubs, educational visits and leadership roles. These opportunities help pupils develop confidence, resilience and a sense of responsibility. Pupils gain a strong understanding of equality, diversity and respect for others. They appreciate learning about different cultures, beliefs and communities. Pupils leave as confident, respectful and thoughtful young people, who are ready for the challenges ahead.

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Next steps

Leaders should continue their work in correcting the basic errors in pupils’ grammar, punctuation, spelling and handwriting, to ensure that this knowledge is more securely applied in subjects across the curriculum. Leaders should ensure that staff use assessment information astutely to design activities that deepen pupils’ knowledge and understanding, so that more pupils achieve what they are capable of.

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Team inspectors:

Bogusia Matusiak-Varley, Ofsted Inspector Lisa Montandon, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 7 July 2026

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About this inspection

The chair of the board of governors in this school is Helen Harper.

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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 school leaders, including the headteacher, deputy headteacher and other leaders. The lead inspector held a meeting with a representative from the local authority. The lead inspector met with a group of members of the governing body, including the chair of governors.

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About this inspection

Inspectors spoke to pupils in lessons, at social times and met with groups of pupils.

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About this inspection

Inspectors met with groups of staff. They considered the responses to Ofsted’s surveys.

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About this inspection

The lead inspector communicated with a representative of the virtual school.

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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 runs a resourced provision for a small number of pupils with autism spectrum disorder.

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About this inspection

The school runs on-site provision for pupils in the before- and after-school club.

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About this inspection

The school currently uses no alternative provision.

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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 6 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 needs support 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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What does this mean?

The type of Special Educational Needs provision provided at the school (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 (final) 57% 62% Close to average

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average

2023/24 (final) 64% 61% 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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average

2024/25 (final) 72% 75% Close to average

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average

2023/24 (final) 72% 74% Close to average

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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 (final) 66% 72% Close to average

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average

2023/24 (final) 70% 72% 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

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

2024/25 (final) 45% 47% 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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average

2024/25 (final) 64% 63% Close to average

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average

2023/24 (final) 70% 62% 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 (final) 55% 59% Close to average

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average

2023/24 (final) 65% 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

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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Persistent absence

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

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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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