Belmont Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
392
AGES
4 - 11
GENDER
Mixed
TYPE
Foundation school
SCHOOL GUIDE RATING
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Can I Get My Child Into This School?

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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data, ONS
01629 537499

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The criteria in which schools use to allocate places in the event that they are oversubscribed can and do vary between schools and over time. These criteria can include distance from the school and sometimes specific catchment areas but can also include, amongst others, priority for siblings, children of a particular faith or specific feeder schools. Living in an area where children have previously attended a school does not guarantee admission to the school in future years. Always check with the school’s own admission authority for the current admission arrangements.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

How Does The School Perform?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(16/11/2022)
Full Report - All Reports
54%
NATIONAL AVG. 60%
% pupils meeting the expected standard in reading, writing and mathematics



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Progress Compared With All Other Schools

UNLOCK Well Below Average (About 9% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 9% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 8% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 59% of schools in England) Above Average (About 11% of schools in England) Well Above Average (About 9% of schools in England)
Belmont Street
Swadlincote
DE11 8JZ
01283217782

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You and the deputy headteacher make a formidable team. You have an accurate picture of the strengths and areas for development at the school and are relentless in your drive to ensure that outcomes for pupils are high. School improvement planning is focused sharply on areas identified in your detailed and accurate selfevaluation. Your leadership team and subject leaders are knowledgeable and enthusiastic about their roles. They work very well together and embody your school motto of ‘Supporting each other to achieve success’. For example, the leader responsible for mathematics identified that pupils were not given enough opportunities to use problem-solving skills. From our scrutiny of the mathematics books across all year groups, it is clear that this issue has now been successfully addressed. There is a good mix of experience and skills on the strong governing body. Governors have had appropriate training in, for example, safeguarding and are therefore well placed to carry out their duties diligently and effectively. Minutes from meetings show that you are asked challenging questions and therefore held fully accountable for the actions you take. Governors are knowledgeable about the school and visit regularly to find out at first-hand how staff and pupils are progressing. Governors are right to prioritise pupils’ emotional support in order to support pupils’ academic achievement and success. One parent commented that this is ‘An excellent school that takes pride in developing the whole child.’ Pupils in all year groups are enthusiastic about learning and work hard. They take pride in their work and present it well. Classrooms have a ‘buzz’ about them as pupils are fully engaged in their work. For example, in a Year 1 mathematics lesson, pupils told me they were enjoying the challenge of calculating whether nine could be split into two, three or four separate groups. Pupils are polite and look smart in their school uniforms. They told me that behaviour was good both inside and outside on the playground and that bullying was extremely rare. Pupils have confidence in adults to resolve any disputes swiftly and fairly. Pupils enjoy the opportunities provided for them in extra-curricular sport, dance and the school choir. The Year 5 and Year 6 pupils are looking forward to the upcoming residential visit to Whitemoor Lakes. There are good opportunities for pupils to develop knowledge and skills in a wide range of subjects, including art, music and, in particular, science. Pupils are prepared well for life in modern Britain as they have a good knowledge of faiths and cultures that are different to their own. Teaching assistants are a strength of the school. They receive regular training and are deployed effectively to support the learning of all pupils in classrooms. You have successfully achieved the areas for improvement identified at the last inspection. Staff and pupils talk enthusiastically regarding the increased opportunities for pupils to become more independent and to develop their speaking and thinking skills. Teachers set work that helps to challenge pupils, although some high-ability pupils are not moved on to this challenging work quickly enough. Finally, at the last inspection, the inspector asked you to ensure that pupils in Year 2 received higher targets. Consequently, in 2016, standards in Year 2 rose to be in line with those seen for other pupils nationally. Standards in the 2016 key stage 2 tests were untypically lower than in previous years. Pupils made less progress than other pupils nationally in reading, writing and mathematics. Similarly, attainment in these subjects was below national figures at both the expected and higher levels. You and your senior leadership team have quickly identified the reasons for this dip and have devised rigorous plans to ensure that standards will rise to previous levels in 2017. Information provided by you and work seen in books would suggest that this will be the case. Standards in the Year 1 phonics check and in the early years have been broadly in line with national figures over recent years. You are aware that the attendance and punctuality of a small number of disadvantaged pupils is not high enough. Consequently, the attendance rates for this group of pupils are lower than those seen for other pupils nationally.

Belmont Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>48, "agree"=>43, "disagree"=>4, "strongly_disagree"=>4, "dont_know"=>0} UNLOCK Figures based on 46 responses up to 23-11-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>43, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 46 responses up to 23-11-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>35, "agree"=>41, "disagree"=>13, "strongly_disagree"=>11, "dont_know"=>0} UNLOCK Figures based on 46 responses up to 23-11-2022
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>76, "strongly_agree"=>2, "agree"=>4, "disagree"=>4, "strongly_disagree"=>7, "dont_know"=>7} UNLOCK Figures based on 46 responses up to 23-11-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>13, "agree"=>43, "disagree"=>20, "strongly_disagree"=>22, "dont_know"=>2} UNLOCK Figures based on 46 responses up to 23-11-2022
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>24, "strongly_agree"=>30, "agree"=>17, "disagree"=>20, "strongly_disagree"=>9, "dont_know"=>0} UNLOCK Figures based on 46 responses up to 23-11-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>29, "agree"=>14, "disagree"=>0, "strongly_disagree"=>57, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 23-11-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>30, "agree"=>43, "disagree"=>11, "strongly_disagree"=>7, "dont_know"=>9} UNLOCK Figures based on 46 responses up to 23-11-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>48, "agree"=>41, "disagree"=>2, "strongly_disagree"=>7, "dont_know"=>2} UNLOCK Figures based on 46 responses up to 23-11-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>28, "agree"=>46, "disagree"=>15, "strongly_disagree"=>11, "dont_know"=>0} UNLOCK Figures based on 46 responses up to 23-11-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>39, "agree"=>46, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>13} UNLOCK Figures based on 46 responses up to 23-11-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>33, "agree"=>48, "disagree"=>11, "strongly_disagree"=>2, "dont_know"=>7} UNLOCK Figures based on 46 responses up to 23-11-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>33, "agree"=>28, "disagree"=>17, "strongly_disagree"=>13, "dont_know"=>9} UNLOCK Figures based on 46 responses up to 23-11-2022
Yes No {"yes"=>74, "no"=>26} UNLOCK Figures based on 46 responses up to 23-11-2022

Responses taken from Ofsted Parent View

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