Bellingham Primary School

Bellingham Primary School, located in Hexham, Northumberland, has undergone an ungraded inspection on June 15, 2023. The overall judgement remains good, but evidence suggests that a graded inspection might yield a lower rating. The next inspection will be graded, reflecting the school's current performance. The relationships between staff and pupils are characterized by respect and care, with leaders and staff taking pride in the school's role within the local community. Pupils are supportive of one another, and older students enjoy engaging in reading activities with younger children.

Leaders at Bellingham Primary School maintain high expectations for all pupils, focusing on enhancing reading skills and fostering a love for reading throughout the school. While the curriculum in reading and mathematics is well-structured, other subjects are still being developed to meet these expectations. There is a recognition of the need for further work to strengthen the curriculum beyond English and mathematics. Pupils generally exhibit good behavior, with a calm and focused atmosphere in classrooms. They understand the behavioral expectations set by staff and report that bullying is infrequent, with confidence that any issues would be addressed promptly.

Extracurricular activities, including school visits and sports, provide pupils with diverse experiences. The resilience of pupils was notably demonstrated during a recent flash flood that affected the school building, showcasing their ability to adapt to challenges. The school has made strides in developing its curriculum, particularly in reading and mathematics, where learning is clearly planned and sequenced. The introduction of a reading den and reading corridor reflects the commitment to promoting literacy.

Pupils in the early stages of reading benefit from daily phonics lessons, participating enthusiastically. Teachers utilize a phonics scheme alongside regular assessments to support pupils' phonetic development. However, there are instances where the books provided do not align with pupils' phonetic abilities, and variability exists in how staff support one-on-one reading sessions. In mathematics, a clear sequence of learning is established, with passionate and knowledgeable leaders guiding the subject. Pupils are building a solid foundation in number knowledge, particularly in early years, but opportunities for applying this knowledge through problem-solving are not consistently utilized.

In the wider curriculum, such as geography, leaders acknowledge the need for further development to ensure that curriculum aims are effectively embedded. While a geography curriculum has been planned, its implementation lacks consistency in ensuring clarity of intent. The sequencing of some curriculum elements does not effectively support pupils in building and deepening their subject knowledge over time. Pupils with special educational needs and disabilities receive support from knowledgeable leaders, with clear plans in place and appropriate referrals made to specialist agencies. Adaptations are made to meet the needs of these pupils, including a dedicated nurture space for learning.

Pupils demonstrate respect for one another and are considerate of their peers' needs. The personal, social, and health education curriculum aids in understanding healthy relationships and lifestyle choices. Pupils are aware of the importance of physical fitness, as exemplified by their participation in the daily mile. They are beginning to grasp British values, such as democracy, and actively engage in decision-making processes, such as voting for their summer school trip. Leaders prioritize broadening pupils' experiences through off-site activities, cultural visitors, and sporting events.

Routines and expectations are clearly established during breaks and lunchtimes, contributing to a settled environment. While behavior in classes is generally good, some pupils may lose focus when the curriculum is less well-planned. Leaders are mindful of staff workload, fostering a strong team spirit among staff who take pride in their work. Early career teachers receive adequate support, and leaders are aware of the necessary steps for improvement. The governing body is expected to collaborate with leaders to realize these goals.

The safeguarding arrangements at Bellingham Primary School are effective, with leaders taking prompt action when concerns arise. Recordkeeping reflects timely actions, including referrals to external agencies when necessary. Staff receive regular safeguarding training and are vigilant regarding local issues that may pose risks to pupils. There is a culture of awareness regarding safeguarding responsibilities, and leaders ensure that appropriate checks are conducted on adults working in the school. Pupils feel safe and demonstrate an understanding of online safety.

In summary, Bellingham Primary School is a supportive and caring environment with a strong focus on reading and mathematics. While there are areas for improvement in the wider curriculum and consistency in teaching practices, the school demonstrates a commitment to fostering a positive learning atmosphere and ensuring the well-being of its pupils.