Belton Lane Community Primary School

Belton Lane Community Primary School is a happy, welcoming community primary where pupils feel safe, behave maturely and achieve well. Inspectors found the school good across the quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision, with effective safeguarding arrangements. This was the first routine inspection since the COVID-19 pandemic, and the school remains graded good from its previous inspection. The school's strengths include a strong reading culture, secure early years provision, an ambitious mathematics curriculum and well-planned wider development opportunities. Pupils benefit from warm relationships, a broad range of clubs and leadership roles, and effective support for emotional regulation. Staff are well supported, governors are committed, and parents are positive about the school. Leaders need to sharpen subject leadership and curriculum oversight so that assessment information is used consistently to close gaps in pupils' knowledge. In some wider subjects, learning is not adapted well enough for pupils whose prior knowledge is insecure, including some pupils with SEND, which limits how well those pupils achieve.

Strengths

• Pupils are happy, feel safe and show courtesy and respect.
• Warm relationships between staff and pupils create a caring environment.
• Children get a secure start in early years, with strong language and communication development.
• A strong reading culture begins in Reception, with phonics support and high-quality texts.
• The mathematics curriculum is ambitious, well taught and helps pupils build deep understanding.
• The wider curriculum is well planned and sequenced, with pupils recalling key facts in some subjects such as physical education.
• Pupils with SEND are identified appropriately and access a broad, ambitious curriculum.
• Additional support for pupils' emotional regulation is highly effective.
• Personal development is a strength, with well-planned wider opportunities, visitors, clubs and leadership roles.
• Pupils understand tolerance, respect, safety and online safety.
• Staff feel well supported, valued and considerate of workload.
• Governors fulfil their statutory duties and are passionate about the school.
• Parents and carers have a positive opinion of the school.
• Safeguarding arrangements are effective.

Areas for Improvement

• In some wider subjects, staff do not routinely adapt learning well enough for pupils whose prior knowledge is insecure, including some pupils with SEND.
• Subject leadership is at varying stages of development, leading to inconsistent curriculum oversight.
• Some subject leaders do not routinely use checks on pupils' learning to refine the curriculum and address gaps.
• Pupils' recall of key facts varies across subjects, and knowledge is not equally embedded in all areas.
• Leaders do not always use the information they gather about pupils' knowledge effectively enough to address existing gaps.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Belton Lane Community Primary School attended 95.4% of sessions (the national figure for primary schools was 94.8%). 13.9% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

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, 0.0% of pupils at Belton Lane Community Primary School were suspended at least once (nationally 1.1%). 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 Belton Lane Community Primary School had 20.5 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 11.3% were no longer at the school a year later (nationally 15.7%).

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, 10.9% of pupils at Belton Lane Community Primary School were on SEN support (nationally 15.4%) and 3.6% had an education, health and care (EHC) plan (nationally 4.1%).

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 primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Belton Lane Community Primary School received £7,734 and spent £7,424 for each of its 303 pupils. It ended the year with reserves of £555,000 (£1,833 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 Grantham · Lincolnshire local authority: places and applications

What is Belton Lane Community Primary School's Ofsted rating?

The latest Ofsted rating for Belton Lane Community Primary School is Good, from an inspection in June 2025.

When was Belton Lane Community Primary School last inspected by Ofsted?

Belton Lane Community Primary School was last inspected in June 2025.

How many pupils does Belton Lane Community Primary School have?

Belton Lane Community Primary School has 303 pupils on roll.

What age range does Belton Lane Community Primary School cover?

Belton Lane Community Primary School for pupils aged 4 to 11.

What are Belton Lane Community Primary School's SATs (KS2) results?

In 2025, 72% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Belton Lane Community Primary School?

Belton Lane Community Primary School is at Green Lane, Grantham, Lincolnshire, NG31 9PP.