|Name||Bellfield Infant School (NC)|
|Ofsted Inspection Rating||Good|
|Address||Vineyard Road, Birmingham, B31 1PT|
|Religious Character||Does Not Apply|
|Number of Pupils||203 (51.2% boys 48.8% girls)|
|Number of Pupils per Teacher||22.1|
|Percentage Free School Meals||39.7%|
|Percentage English is Not First Language||15.5%|
|Pupils with SEN Support||24.1%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (12 March 2019)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
Information about this school
Bellfield Infant School is larger than the average infant school. The proportion of disadvantaged pupils is above the national average. The school has a Nursery class. The proportion of pupils with SEND is above the national average. The proportion of pupils who have an education, health and care plan is above the national average. There are two classes in Reception and Year 1, and three classes in Year 2. There is a before- and after-school club. The local authority has commissioned external support for the school.
Summary of key findings for parents and pupils
This is a good school Leaders are ambitious and have high expectations for the work of the school. Effective leadership has led to significant improvements in all areas of the school over the last two years. Pupils’ outcomes improved in 2018. Attainment in reading, writing and mathematics at the end of Year 2 was average. The proportion of pupils achieving the expected standard in the phonics screening check was in line with the national average. Teaching has improved since the school was last inspected and is now good. Consequently, pupils make good progress across the school. However, some of the most able pupils at key stage 1 are not challenged sufficiently. Disadvantaged pupils have previously underachieved. Through better use of pupil premium funds, these pupils are now receiving effective support and making better progress. In mathematics, teachers do not always use assessment information to plan accurately enough to meet pupils’ needs. This means that work is sometimes too hard for some pupils and too easy for others. Early years staff plan carefully to meet children’s learning needs. As a result, children make strong progress from their different starting points. Leaders have developed a rich and broad curriculum. The curriculum is enriched through an interesting range of visits, visitors and focused days. Consequently, pupils show high levels of interest in their work. Governors have a good understanding of the school’s strengths and weaknesses. They provide appropriate support and challenge to drive school improvement. Pupils’ behaviour is good. They show pride in their school and community. They are respectful and keen to do well. A school improvement partner provides effective support to the school. Pupils with special educational needs and/or disabilities (SEND) are supported well. Carefully planned interventions ensure that these pupils make good progress.