Belmont Community Primary School

Belmont Community Primary School is a friendly and welcoming school where pupils feel safe and parents are positive about recent leadership changes. Pupils are generally polite and caring, older pupils support younger ones, and safeguarding arrangements are effective. However, the quality of education is not yet good enough: the curriculum is not taught consistently well across subjects, teachers do not routinely check understanding or match work to pupils’ needs, and some pupils develop gaps in their knowledge. Reading and phonics have been refreshed, but pupils do not start the phonics programme quickly enough and extra support is not always precisely focused. Early years children build positive relationships and curiosity, but are not as well prepared for key stage 1 as they should be, particularly in mathematics, and some children with SEND do not receive effective support. Oversight of SEND provision is insufficient and the school has been too slow to identify weaknesses. The new behaviour system is not applied consistently, so low-level disruption sometimes affects learning, and staff are not yet adept at managing complex behaviour needs. Personal development is strengthened by safety and health education and access to clubs, but pupils’ understanding of world faiths and religions is limited. Governors fulfil statutory duties but do not yet have robust oversight of the school’s provision. New leaders have begun improvement work and staff are supportive, but necessary changes are not yet embedded.

Strengths

• Pupils enjoy attending and feel safe, with adults they can talk to about worries
• Parents are positive about recent leadership changes and describe the school as supportive and friendly
• Older pupils support younger pupils in the dining hall and during social times
• Most pupils are polite, well mannered and show care towards each other
• Pupils take pride in leadership responsibilities and representing the school at sporting events
• Mathematics curriculum is ambitious and sets out what pupils should learn and when
• New reading curriculum exposes pupils to a wide range of texts and books matched to reading ability
• Staff have completed phonics training and know how to teach the new programme
• Children in early years develop positive relationships with staff and are enthusiastic about starting school
• Early years staff help children develop vocabulary and social skills
• Pupils learn how to keep safe, including online, and can discuss physical and mental health
• Pupils access a range of clubs and activities and show some understanding of protected characteristics
• Governors understand and fulfil their statutory duties and visit the school regularly
• Staff appreciate new leaders’ improvement work and support one another
• Safeguarding arrangements are effective

Areas for Improvement

• The curriculum is not taught consistently well and pupils do not always make the progress they should
• Some subjects do not identify precisely enough the important knowledge pupils need to learn
• Teachers’ explanations are not always clear and they do not routinely check pupils’ understanding
• Work is not consistently matched to pupils’ existing knowledge, leaving some pupils with gaps and difficulty recalling prior learning
• Pupils do not start the phonics programme quickly enough and extra reading support is not always precisely focused
• Some pupils do not keep up with their peers in reading
• Children in early years do not develop the mathematical knowledge they need and are not as well prepared for key stage 1
• Some children with SEND do not receive effective support to build their knowledge
• Oversight of SEND provision is insufficient and the school has been too slow to identify weaknesses
• Staff are not always given precise advice on supporting pupils with SEND and lessons are not routinely adapted well enough
• The new behaviour system is not applied consistently and low-level disruption is not always addressed
• Staff are not adept at managing the complex behaviour needs of some pupils
• Pupils cannot talk confidently about world faiths and religions or recognise differences between belief systems
• Governors do not have robust oversight of the quality of provision and lack a secure understanding of strengths and areas for development
• New leaders have identified improvements but have not yet brought about the necessary changes

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 Belmont Community Primary School attended 94.7% of sessions (the national figure for primary schools was 94.8%). 16.1% 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, 2.0% of pupils at Belmont Community Primary School were suspended at least once (nationally 1.1%). One pupil was 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 Belmont Community Primary School had 19.6 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 22.7% 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, 20.7% of pupils at Belmont Community Primary School were on SEN support (nationally 15.4%) and 5.1% 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 Belmont Community Primary School received £7,978 and spent £7,914 for each of its 198 pupils. It ended the year with reserves of £130,000 (£658 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 Belmont Community Primary School's Ofsted rating?

The latest Ofsted rating for Belmont Community Primary School is Requires Improvement, from an inspection in November 2024.

When was Belmont Community Primary School last inspected by Ofsted?

Belmont Community Primary School was last inspected in November 2024.

How many pupils does Belmont Community Primary School have?

Belmont Community Primary School has 198 pupils on roll.

What age range does Belmont Community Primary School cover?

Belmont Community Primary School for pupils aged 5 to 11.

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

In 2025, 39% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Belmont Community Primary School?

Belmont Community Primary School is at Harrowby Lane, Grantham, Lincolnshire, NG31 9LR.