|Name||Belmont Cheveley Park Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||10 September 2014|
|Address||Scardale Way, Belmont, Durham, County Durham, DH1 2TX|
|Religious Character||Does Not Apply|
|Number of Pupils||209 (52% boys 48% girls)|
|Number of Pupils per Teacher||18.7|
|Percentage Free School Meals||12.9%|
|Percentage English is Not First Language||3.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
The school is smaller than the average-sized primary school. The vast majority of pupils who attend come from families of White British heritage, with a small number from other ethnic groups. A slightly lower than average proportion of pupils is disadvantaged (pupils known to be eligible for free school meals and those in the care of the local authority who are supported by additional funding). The school has a specialist resource base provision (EMP) which caters for the needs of 20 Key Stage 1 and 2 pupils who have a statement of special educational needs for speech, language and communication. Teachers and support staff who work within this base also work closely with two speech and language therapists. Pupils who attend the EMP are registered at the school and spend afternoon lessons in mainstream classrooms. The proportion of pupils with special educational needs supported through school action is lower than the national average. The proportion of pupils supported at school action plus or with a statement of special educational needs is higher than the national average. Last year the school met the government’s current floor standards which are the minimum expectations for pupils’ attainment and progress. The school does not use any alternative provision. A 48 place privately run nursery provision operates from a unit within the school’s building. The school runs a breakfast club from 7.30am to 8.55am each morning for pupils attending the school.
Summary of key findings for parents and pupils
This is a good school. The headteacher and deputy headteacher have brought about improvement at a fast pace since the previous inspection. As a result, pupils are now making good and often better progress in both Key Stages 1 and 2. The governing body has a very clear understanding of data relating to the performance of pupils. Its members are good at supporting senior leaders as well as holding them to account. This rigorous approach has contributed directly to the school’s accelerated rate of improvement. Pupils’ behaviour is outstanding both inside and outside the classroom. ‘No one here is allowed to be lonely’ commented a pupil. This is indicative of the exceptionally caring attitudes pupils show to each other, staff and visitors to the school. Pupils’ excellent attitudes to learning support their good progress and achievement in the classroom. The very thorough internet safety policy and bike and road safety courses ensure pupils of all ages become exceptionally proficient at learning how to keep safe both inside and outside school. Teaching is nearly always good, with examples of outstanding practice. As a result, pupils enjoy learning and make good progress, as demonstrated by the good quality of work seen in their books. Pupils’ achievement is good in both the main school and the enhanced mainstream provision (EMP). The vast majority make good progress, often from low starting points. Standards reached by pupils at the end of Year 6 last year were above the national average in mathematics and writing, and average in reading. Parents feel children who join the school’s Reception class get off to a flying start. The exceptionally well-planned activities and skilled staff ensure the vast majority make excellent progress from a variety of different starting points. It is not yet an outstanding school because : Key Stage 2 pupils achieve less well in reading than writing and mathematics because current reading materials do not offer them sufficient opportunity to read for pleasure and develop a love of reading. Teachers’ marking and feedback does not consistently give pupils sufficient guidance about how to improve the presentation of their work.