Belmont Junior School

Belmont Junior School

Address: Rusper Road, London, N22 6RA Unique reference number (URN): 102078

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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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Attendance and behaviour Strong standard

Leaders have established robust systems to keep pupils safe and ensure that they attend school regularly. Leaders are improving attendance rapidly, including for pupils who experience barriers to their learning and/or wellbeing. The number of pupils who are persistently absent is low. The school's rigorous approach and systematic follow-up ensure that pupils attend school well and that parents and carers understand the importance of pupils participating fully at school.

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Attendance and behaviour Strong standard

Pupils behave very well, showing respect for each other and their environment. Pupils include each other at social times and look out for anyone who may be alone. Pupils are diligent learners, and classrooms are calm and purposeful. Staff know pupils well and respond quickly if behaviour concerns arise. They are highly consistent in their approach to managing behaviour and use restorative approaches to help pupils resolve issues effectively. As a result, staff prevent bullying and discriminatory behaviour effectively, and such incidents are rare. Pupils know there are trusted adults they can talk to if they are worried and that staff will deal with any problems quickly and fairly.

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Inclusion Strong standard

Leaders make sure every pupil is welcome and is included. They identify and track each pupil’s needs carefully. Leaders use well-considered strategies and approaches to support the school community and respond to any wider needs. They check carefully for any barriers to learning and/or wellbeing and put in place appropriate strategies to address them. Leaders work closely with a wide range of outside agencies to meet pupils' needs.

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Inclusion Strong standard

Leaders use additional funding effectively to support disadvantaged pupils' academic progress, wellbeing and engagement in school life. Staff know and understand pupils well. They use gentle, supportive approaches to help pupils regulate their emotions, enjoy learning and develop their confidence. Staff support pupils with special educational needs and/or disabilities sensitively and effectively. Staff adapt learning effectively so that pupils learn alongside their peers, for example, through access to sensory tools, regulation stations, play therapy and social stories, which help pupils learn and make progress.

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Inclusion Strong standard

Leaders provide rigorous staff training so that staff have the expertise and skills to adjust provision when needed and reduce barriers to learning and/or wellbeing successfully.

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Leadership and governance Strong standard

Leaders guide the school with care and clarity while remaining focused on pupils' learning. The governing body, leaders, staff, parents, carers and pupils share a strong commitment to the school and work together with energy and purpose. The school community is united, positive and determined to give every pupil the best possible experience.

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Leadership and governance Strong standard

Leaders act quickly when improvements are needed. They have a clear, evidence-based plan to strengthen achievement and pupils' basic skills, such as handwriting, vocabulary and mathematics fluency.

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Leadership and governance Strong standard

Staff feel valued. They appreciate that leaders are approachable, understanding and focused on pupils' wellbeing. Staff work together closely and use shared systems to keep pupils safe and help them learn well. Leaders ensure that staff have the expertise needed through regular training, coaching and peer support, which help to develop their practice.

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Leadership and governance Strong standard

Governors are committed to the school and its future. They have careful oversight of the school’s work and provide appropriate challenge and support to build upon and maintain high standards. The governing body fulfils its statutory duties, including those relating to safeguarding.

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Leadership and governance Strong standard

Leaders communicate well with families, listen to concerns and make decisions based on what is best for pupils. Leaders seek parents' views on areas of the curriculum and act on their suggestions. Parents are overwhelmingly positive about the school. They describe the school as caring, nurturing and inclusive.

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Personal development and wellbeing Strong standard

Leaders ensure that pupils develop their social, emotional and personal skills alongside their academic learning through the school's approach to personal development. Leaders have created a safe, caring environment, which develops pupils' confidence, makes them feel included and ready to embrace all that school life has to offer.

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Personal development and wellbeing Strong standard

Leaders have designed a well-considered personal, social, health, economic education and relationships curriculum. Pupils develop a secure understanding of healthy relationships, staying safe online, managing their feelings, respecting differences and making good choices. Pupils learn about the fundamental British values, such as democracy, respect, tolerance and individual liberty. They understand the importance of these in modern society.

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Personal development and wellbeing Strong standard

Staff support pupils with kindness and understanding. Staff use strategies such as social stories, shared language and adapted resources to support pupils with special educational needs and/or disabilities. These strategies help pupils manage complex challenges and emotional needs so that they feel calm and secure. Staff regularly check pupils' wellbeing, listen to their concerns and ensure that they know who to approach when they need help. This helps pupils build resilience and confidence.

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Personal development and wellbeing Strong standard

Leaders have carefully mapped out the school's enrichment offer to complement the taught curriculum. Pupils further develop their confidence and leadership skills through the many opportunities to be 'leaders' and help in the community. Through this, pupils develop their teamwork and communication skills. They develop their sense of responsibility and make a positive difference to their school. Pupils benefit from outdoor learning, local history walks, art projects, fundraising activities and creative workshops, which help them explore their own identity, belonging and the wider world. Whole-school events, such as the 'Belmont marathon', help to build pupils' resilience and pride as they contribute to a shared whole- school challenge.

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Expected standard

Overall, during their time at the school, pupils become responsible, thoughtful young people who contribute positively to their community.

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Achievement Expected standard

Pupils typically achieve well across the curriculum. Published outcomes show that pupils, including disadvantaged pupils, achieve in line with their peers nationally. Pupils typically develop secure knowledge and skills, especially in reading, writing and grammar. They show growing confidence in mathematics and greater fluency. Staff support pupils who need extra help quickly and effectively.

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Achievement Expected standard

Pupils with special educational needs and/or disabilities (SEND) make steady progress from their starting points. Teachers check learning often and give help quickly when pupils need it. Staff provide pupils with SEND with specialised small-group support and effective adaptations that help them develop secure skills in reading, writing and mathematics, as well as support for their social and emotional development. Pupils with SEND participate fully, gain confidence and learn well over time.

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Achievement Expected standard

By the end of their time at school, pupils are resilient and ready for new challenges in the next stage of their learning journey.

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Curriculum and teaching Expected standard

Leaders have created a curriculum that helps pupils build secure knowledge step by step. Leaders know what is working well and where improvement is needed through regular checks and staff training. Leaders regularly check how well pupils are learning, and focus on each individual's strengths, needs and wellbeing. They identify gaps early so that pupils keep up with their learning rather than needing to catch up later.

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Curriculum and teaching Expected standard

Staff typically deliver clear, well-organised teaching and establish routines that help pupils enjoy learning. Pupils feel safe to ask questions and try new things. Staff adapt learning effectively for pupils, including those who need extra help or those who learn quickly. Staff use approaches such as visual resources, pre-teaching, small-group support and clear modelling to provide effective support.

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Curriculum and teaching Expected standard

Leaders have designed a coherent approach to develop pupils' core skills in reading, writing and mathematics. For example, staff typically use agreed handwriting routines, spelling structures and sentence-building strategies to develop pupils' English knowledge and skills. In mathematics, regular fluency practice and skills checks support pupils' confidence to use their skills independently. However, the school's approaches are not applied consistently, and, as a result, some pupils do not have as secure foundations and confidence to apply their knowledge and skills independently.

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

Pupils at Belmont Junior School are proud to be part of a warm and caring learning community. Pupils feel known, included and encouraged to aim high by leaders and staff. Pupils attend well and develop confidence and readiness to learn with effective support from leaders, staff, parents and carers.

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

Pupils work hard and are proud of what they achieve. In lessons, they join in confidently, even when the work is challenging. Pupils are motivated to do their best and respond positively to their teachers' high expectations. They are ready for the next stage of their education and want to achieve highly.

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

Pupils enjoy learning and take part enthusiastically in wider experiences. For example, in school productions, such as 'One Small Bird', pupils show curiosity, teamwork and pride as they explore ideas through music, science, drama and writing. They listen carefully and support each other, showing positive attitudes and strong collaboration. Through these experiences, pupils build confidence and strengthen their sense of belonging. Similarly, a whole-school art exhibition demonstrated the same spirit as pupils explored identity, belonging and journeys through the work of contemporary artists, such as Lubaina Himid and Yinka Shonibare.

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

Pupils have many opportunities to be leaders and help the community. For example, pupils can be 'playground buddies', 'reading leaders', 'gardening helpers', 'eco champions', 'fundraising organisers' and ambassadors for younger pupils. Pupils share their views confidently and help shape school life. They contribute to school policies, including anti- bullying and risk assessment procedures, and help shape decisions. Pupils feel safe and know who to talk to if they are worried. Bullying is rare, and staff deal with any incidents quickly.

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

Together, these experiences create a school where pupils learn with curiosity, celebrate diversity and develop the confidence to contribute positively to an interconnected world.

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Next steps

Leaders should continue to develop staff expertise so that there is greater consistency in the delivery of the curriculum and, in particular, the school's approaches to teaching foundational skills, such as handwriting.

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About this inspection

The chair of the board of governors in this school is Sean Monks.

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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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Lead inspector:

Colette Shulver, His Majesty's Inspector

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Team inspectors:

Jeanie Jovanova, Ofsted Inspector Kate Fallan, His Majesty's 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 14 July 2026

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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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School capacity

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 HMI.

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School capacity

Inspectors spoke with pupils, staff, parents and carers and members of the governing body during the inspection.

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School capacity

Inspectors confirmed the following information about the school:

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School capacity

The school is part of a federation called Belmont Infant & Junior School Federation.

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School capacity

The school currently uses no alternative provision.

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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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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) 65% 62% Close to average

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average

2023/24 (final) 63% 61% Close to average

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average

2022/23 (final) 65% 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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average

2024/25 (final) 73% 75% Close to average

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national average

2023/24 (final) 69% 74% Close to average

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national average

2022/23 (final) 78% 73% 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) 73% 72% Close to average

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average

2023/24 (final) 69% 72% Close to average

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average

2022/23 (final) 76% 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

2024/25 (final) 73% 74% Close to average

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average

2022/23 (final) 80% 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) 42% 46% Close to average

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average

2022/23 (final) 50% 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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average

2024/25 (final) 69% 63% Close to average

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average

2023/24 (final) 58% 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) 69% 59% Close to average

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average

2023/24 (final) 50% 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

2024/25 (final) 63% 61% Close to average

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average

2023/24 (final) 67% 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

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 (3 term) 15.6% 13.0% Close to average

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national average

2023/24 (3 term) 17.3% 14.6% Close to average

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national average

2022/23 (3 term) 17.1% 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

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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