Belmont Junior School
| Type | Primary / Community school |
| Age Range | 7-11 |
| Religion | Does not apply |
| Address | Rusper Road London N22 6RA |
| Phone | 02088888261 |
| Reference Number | 102078 |
Belmont Junior School is a warm, inclusive and well-led school where pupils feel known, safe and encouraged to aim high. Safeguarding standards are met, and inspection findings are strong for attendance and behaviour, inclusion, leadership and governance, and personal development and wellbeing. Pupils behave very well, attend regularly, support each other, and benefit from a caring environment with effective support for pupils with special educational needs and/or disabilities and disadvantaged pupils. The school is fulfilling the expected standard in achievement and curriculum and teaching. Pupils typically achieve well and published outcomes are broadly in line with national averages, with secure reading, writing and grammar knowledge and growing confidence in mathematics. The main area for development is consistency in curriculum delivery, particularly the school's approaches to foundational skills such as handwriting, so that all pupils develop secure foundations and confidence to apply their knowledge independently. This was a full section 5 inspection. The school is part of the Belmont Infant & Junior School Federation and has no alternative provision. The proportion of pupils eligible for free school meals is below average, while pupils with special educational needs support, education, health and care plans, and location deprivation are close to average.
General Makeup
| Number of pupils | 223 |
| Boy/Girl ratio |
Boys: 51.12%
Girls: 48.88% |
| Percentage of students eligible for free school meals | 13.5% |
| Percentage of students where English is not their first language | 45.3% |
Class Sizes
| Average size of one teacher classes | 28.3 |
| Average size of Key Stage 2 classes taught by one teacher | 28.3 |
Year Groups
| Year | Boys | Girls | Total |
|---|---|---|---|
| 3 | 21 | 36 | 57 |
| 4 | 26 | 32 | 58 |
| 5 | 34 | 17 | 51 |
| 6 | 33 | 24 | 57 |
Ethnicities
| Ethnicity | Percentage |
|---|---|
| White, British | 34.5% |
| White, Other | 30.5% |
| Mixed, Other | 8.1% |
| White & Asian | 4.9% |
| Indian | 3.6% |
| African | 3.1% |
| Asian, Other | 1.8% |
| White & Black (Caribbean) | 1.3% |
| Chinese | 0.9% |
| Unclassified | 0.9% |
| Caribbean | 0.9% |
| Pakistani | 0.9% |
| Irish | 0.4% |
| Overall Ofsted Rating | Expected standard |
| > Leadership & Governance | Strong standard |
| > Personal Development & Wellbeing | Strong standard |
| > Achievement | Expected standard |
| > Attendance & Behaviour | Strong standard |
| > Curriculum & Teaching | Expected standard |
| > Inclusion | Strong standard |
| Last Report Date | 14 Jul 2026 |
| Date | Report |
|---|---|
| 14 Jul 2026 | School inspection |
| 20 Apr 2022 | School inspection |
| 07 Jan 2011 | Interim assessment |
| 10 Dec 2007 | Full inspection |
| 29 Jan 2001 | Full inspection |
Strengths
- Robust systems keep pupils safe and promote regular attendance.
- Pupils behave very well, show respect, and include each other at social times.
- Staff are consistent in managing behaviour and use restorative approaches effectively.
- Bullying and discriminatory behaviour are rare and dealt with quickly and fairly.
- Leaders ensure every pupil is welcome and included, with careful identification of needs.
- Pupils with SEND are supported sensitively and effectively so they learn alongside their peers.
- Additional funding is used well to support disadvantaged pupils' progress, wellbeing and engagement.
- Leadership and governance are clear, caring and focused on pupils' learning.
- Governors provide appropriate challenge and support and fulfil statutory duties.
- Staff feel valued and benefit from regular training, coaching and peer support.
- The personal development curriculum builds confidence, resilience and understanding of healthy relationships and British values.
- Rich enrichment and pupil leadership opportunities develop responsibility, teamwork and belonging.
Areas for Improvement
- Curriculum approaches are not applied consistently across the school.
- Some pupils do not develop as secure foundations and confidence to apply their knowledge and skills independently, particularly in foundational skills such as handwriting.
How many students meet the standards
| Reading, Writing & Maths | School Score | Percentile (local) | Percentile (nationwide) |
|---|---|---|---|
| Pupils meeting the expected standard | 65% | ||
| Pupils meeting a higher standard | 15% |
Average Scaled Score
Results are converted into scaled scores to allow accurate comparisons of performance over time even if the difficulty of the test varies over time. Scaled scores range from 80 to 120.
| Subject | School | Percentile (local) | Percentile (nationwide) |
|---|---|---|---|
| Reading | 107 | ||
| Maths | 104 |
Progress Scores
A progress score is a way to measure how well a student progressed in comparison to other students of a similar starting ability. A score of zero means would mean that a student made the same progress as others that had a similar starting a ability. A positive score would mean that the student made more progress than other students of similar starting ability. The scores below are for the whole school so is the average progress score across all students.
| Metric | School Score | Percentile (local) | Percentile (nationwide) |
|---|---|---|---|
| Reading | 0.7 | ||
| Writing | 1.4 | ||
| Maths | 0.2 |
How many students meet the standards
Sample
UnlockAverage Scaled Score
Results are converted into scaled scores to allow accurate comparisons of performance over time even if the difficulty of the test varies over time. Scaled scores range from 80 to 120.
Sample
UnlockProgress Scores
A progress score is a way to measure how well a student progressed in comparison to other students of a similar starting ability. A score of zero means would mean that a student made the same progress as others that had a similar starting a ability. A positive score would mean that the student made more progress than other students of similar starting ability. The scores below are for the whole school so is the average progress score across all students.
Sample
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