Belmont Park School

Highlights from Latest Inspection

What is it like to attend this school?

The school is determined that every pupil will have improved life chances.

Once engaged in school, most pupils gain the qualifications needed to secure post-16 education.

As a result of significant leadership changes, pupils have experienced a period of disruption at this school. This has had an impact on pupils' learning and progress.

Following recent improvements, pupils enjoy coming to school. They particularly value the caring and supportive culture that has been established. Pupils appreciate that staff get to know each of them individually and understand their needs, interests and motivations.

When behaviour falls below expectations, pupils kno...w that adults will deal with any issues immediately and sensitively. Due to their needs, pupils sometimes find it hard to manage their emotions. When this happens, well-trained staff skilfully support them.

In the main, pupils behave well in lessons and during social times. They learn to recognise the importance of accepting differences between people.

Pupils, parents and carers, and staff share a strong sense of optimism about the school's future.

Parents and staff speak highly of the new headteacher and leadership team. They feel listened to, supported and confident in the school's direction.

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

The school has established an ambitious curriculum.

This sets out how pupils' knowledge builds logically over time. It places equal emphasis on communication, independence and emotional development, alongside academic achievement. The school is not currently delivering the new curriculum consistently well in all subjects.

Consequently, some pupils are not achieving the best possible outcomes.

When engaged in learning, pupils achieve well. Creative subjects, such as art, and practical activities, such as cooking, are used effectively in order to build confidence and engagement.

However, on occasion, in some subjects the work set for pupils does not align with their special educational needs and/or disabilities (SEND). Recently, extensive training has taken place to help teachers to adapt their lessons to meet the needs of pupils. Pupils respond with enthusiasm to staff's teaching of curriculum content.

The school has successfully raised the profile of reading. Staff create as many opportunities as possible for reading during the school day. This has helped pupils become more confident readers.

A new school library, designed with input from pupils, supports the school's aim to foster a love of reading.

The school has implemented a carefully designed careers programme. This ensures that pupils are well prepared for some of the challenges they may face when they become adults.

Pupils develop positive attitudes that will help them to cope with the demands of employment, further education or training. Leaders work closely with local colleges so that the pupils have the best possible chance of success.

All staff consistently model calm and respectful behaviour, which contributes to a sense of safety and stability for pupils.

The school analyses data on behaviour meticulously, so that adjustments can be made to meet pupils' specific needs. These include work with a range of specialists to support the pupils complex emotional and behavioural needs. As a result, there has been a reduction in exclusions.

Pupils' attendance typically improves once they join the school. Staff work closely with parents and external agencies to support regular attendance. The school is constantly seeking different ways to support those pupils to overcome any barriers which prevent them from attending school regularly.

The governing body provides strong leadership for the school's long-term development. Governors demonstrate a deep understanding of the school's context and are committed to raising pupils' aspirations. Staff well-being and workload are set as ongoing priorities.

Governors are well trained and have been proactive in addressing previous areas of weakness. The transition to the new leadership team has been managed with care and foresight.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school is not currently delivering the new curriculum consistently well in all subjects. As a result, some pupils do not build their knowledge well enough over time. The school should ensure that all subject curriculums are implemented as intended.

• Some teaching is not as well matched to pupils' individual needs as it could be. This hinders pupils' learning of the curriculum and prevents them from achieving as well as they could. The school should ensure that learning activities take account of the needs of pupils with SEND so that they achieve the best possible outcomes.