Belvue School

Belvue School is a special school for pupils with moderate to severe learning difficulties, all of whom have education, health and care plans. It serves 230 pupils in an area of well above average deprivation, with high eligibility for free school meals. Following a full section 5 inspection in April 2026, the school is performing at the expected standard across achievement, attendance and behaviour, curriculum and teaching, inclusion, personal development and wellbeing, and post-16 provision. Safeguarding standards are met. Inspectors found a nurturing, inclusive school where pupils feel safe, attend well, behave respectfully and make secure progress through a broad, enriching curriculum. Leaders identify pupils' needs quickly and accurately, and therapeutic and pastoral support are strong. Older students are prepared well for adulthood, with work experience, independence and life-skills development. The main area needing attention is leadership and governance. The governing body is supportive but lacks sufficient educational expertise, depth of knowledge and capacity to support and challenge leaders and fully meet its statutory duties. Other improvement points include the pupil premium strategy not being sharply targeted enough for wider enrichment, teaching checks sometimes not being precise enough to move pupils to more ambitious content, and the offer of qualifications and awards not being as comprehensive or ambitious as it could be. The report also notes that an alleged serious incident is under investigation by the appropriate authorities; inspectors considered the school's actions in response alongside other evidence.

Strengths

• Pupils feel welcomed, safe and included, and they settle quickly into school.
• Pupils attend very well overall, and leaders work effectively with families and agencies to overcome barriers.
• Behaviour is calm and orderly; pupils are kind, polite and respectful, and bullying or discrimination are not tolerated.
• The curriculum is broad and enriching, with subject specialists and clearly mapped knowledge.
• Staff know pupils well and use effective adaptations so pupils with SEND access the curriculum securely.
• Leaders identify pupils' needs quickly and accurately, including for new pupils and those with additional vulnerabilities.
• Therapeutic and pastoral support is strong and woven through the curriculum and bespoke provision.
• Pupils develop independence and life skills, including using transport, handling money, budgeting and cooking.
• Older students are well prepared for adulthood, further training, education or employment, with strong destinations.
• Leaders are highly evaluative and strategic, with high expectations and a pupil-first approach.
• Staff are proud to work at the school, and their workload and wellbeing are well considered.
• Parents and carers speak highly of the school's nurturing, pastoral care and all-round education.
• Safeguarding standards are met, with an open culture and concerns actively managed.
• Pupils take part in a range of enrichment, local community activities, trips, clubs and competitions.

Areas for Improvement

• The governing body lacks sufficient expertise, depth of educational knowledge and capacity to support and challenge leaders or fully meet statutory duties.
• Pupil premium funding is not sharply enough targeted to help disadvantaged pupils access the full range of wider enrichment opportunities.
• Teaching checks on pupils' knowledge are not always precise enough, so pupils are not consistently moved to more ambitious content when ready, especially in mathematics.
• The range of qualifications and awards is not as extensive, ambitious or comprehensive as it could be for some pupils, including in post-16 provision.

In 2024–25 pupils at Belvue School attended 89.3% of sessions (the national figure for special schools was 87.2%). 30.9% of pupils were persistently absent, missing at least one session in ten (nationally 35.3%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 1.7% of pupils at Belvue School were suspended at least once (nationally 5.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Belvue School had 6.8 pupils for each teacher (the national figure for special schools was 6.6). Of its teachers in 2024–25, 15.5% were no longer at the school a year later (nationally 14.5%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26 Belvue School had 228 pupils, 100.0% of them with an education, health and care (EHC) plan (nationally 99.5%).

It says it provides for: specific learning difficulty; moderate learning difficulty; severe learning difficulty; profound and multiple learning difficulty; social, emotional and mental health; speech, language and communication needs; hearing impairment; physical disability; autistic spectrum disorder.

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded special school schools. Counts are as published, with small numbers not hidden.

In 2025–26 Belvue School received £32,027 and spent £33,122 for each of its 228 pupils. It ended the year with reserves of £486,000 (£2,132 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

• Primary Schools
• Secondary Schools

All schools in Ealing · Ealing local authority: places and applications

What is Belvue School's Ofsted rating?

The latest Ofsted rating for Belvue School is Needs attention, from an inspection in June 2026.

When was Belvue School last inspected by Ofsted?

Belvue School was last inspected in June 2026.

How many pupils does Belvue School have?

Belvue School has 228 pupils on roll.

What age range does Belvue School cover?

Belvue School for pupils aged 11 to 19.

Where is Belvue School?

Belvue School is at Rowdell Road, Northolt, UB5 6AG.