Belgrave St Bartholomew’s Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils prosper at this warm and inclusive school. The school has high expectations of pupils. This includes for pupils who attend the school's specially resourced provision for pupils with special educational needs and/or disabilities (SEND).

From different starting points many pupils achieve very well. Many parents agree, with one comment being typical of many when they stated, 'Belgrave is a welcoming, community school. It is where my children have succeeded and thrived.'



Beginning in the early years, children learn explicitly how to behave and develop positive attitudes to learning. Relationships are warm and positive. Pupils learn how to understand thei...r feelings and behaviour.

There is an extremely harmonious atmosphere across school. As a result, behaviour throughout the school is exceptional.

Pupils play an important part in shaping their school through the many opportunities provided for them to lead and be active citizens.

The school ensures that pupils understand potential risks in the local community and learn how to overcome these.

The school uses technology in innovative ways in all aspects of its work. Pupils are highly competent in using technology as part of their learning as well as using it to report any issues they may have in school.

What does the school do well and what does it need to do better?

The school has designed a thoughtfully ordered, ambitious curriculum that develops inquisitive pupils who love to learn. There are strong connections between the important learning in each subject. For example, in computing, pupils in Year 1 learn how to animate a simple image.

In Year 4 they use stop motion animation. By Year 6 they are able to plan and script their own 3D animations. This structured approach enables pupils to build their knowledge effectively over time.

Children thrive in the early years. From the very start they develop important language, vocabulary and communication skills. This is then developed further in key stages 1 and 2.

For example, pupils learn 'STAR' words in lessons which enables them to understand and use vocabulary such as 'poised' and 'submerged'. There are systems in place for pupils who attend the specially resourced provision to learn how to communicate. These include the use of pictures and signing.

Since the previous inspection, leaders have made great strides to secure this. However, staff are not yet adept at using these systems effectively. This impacts on some pupils' ability to learn and to communicate their needs.

Teachers have excellent subject knowledge. In early years, they make every interaction an opportunity for learning. Teachers' checks on pupils' learning to support pupils' understanding are very effective.

Pupils regularly review what they have previously learned. As a result, pupils' misconceptions are addressed quickly.

The school sees reading as 'the window to all knowledge.'

The approach to teaching early reading begins in Nursery and continues until pupils are confident and capable readers.The teaching of phonics is meticulously delivered by well-trained staff. Pupils at the early stage of reading receive timely and effective help that ensures they are well supported to catch up.

Pupils develop into fluent readers and love reading.

The school identifies pupils with SEND quickly. These pupils receive effective support, particularly through the use of technology.

This enables many pupils with SEND to learn very well.

The school's work to improve attendance has had a big impact. It encourages pupils to see the school as 'the best party in town.'

As a result, they want to attend school regularly. Pupils develop a sense of community which ensures that their behaviour is exemplary.

The school's provision for pupils' personal development is impressive.

Underpinning this are the school's values of 'courage, compassion and respect', as well as the story of 'the good Samaritan'. Pupils enjoy well-planned trips which broaden their horizons and deepens their learning. For example, pupils can explain how a visit to a space museum has enabled them to understand gravity in science.

Pupils have residential experiences which develop teamwork, courage and resilience. Pupils, including the specially resourced provision, benefit from a wide range of clubs. These change regularly to reflect pupils' talents and interests.

This ensures that pupils are extremely well prepared for life within the community and beyond.

Leaders, including the trust and local governing committee, are relentlessly ambitious for their pupils and wider community. Staff work together for the greater good of the pupils.

They feel particularly well supported by leaders.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have worked assiduously to improve the quality of education in the school's specially resourced provision.

However, staff do not consistently implement pupils' communication systems well enough for them to access learning. This impacts on some pupils' learning and progress. The school should provide support for staff to ensure that communication systems are used effectively so as pupils with SEND can learn well.