Belvidere Primary School is located in Shrewsbury, Shropshire, and has recently undergone an inspection that highlighted several areas of strength and areas needing improvement. The school is described as a friendly environment where pupils feel happy and safe. Relationships between staff and students are positive, contributing to a welcoming atmosphere. Pupils express enjoyment in attending school and take pride in their learning experiences. They achieve well in core subjects such as reading, writing, and mathematics, although the quality of education varies across different subjects. There are concerns regarding the curriculum's design, which sometimes fails to build on prior learning effectively.
The school promotes high expectations for pupil behavior, encapsulated in the 'Belvidere 6 Rs' which include being responsible, respectful, reflective, reliable, resilient, and rejoicing. Pupils generally exhibit good behavior in lessons and during lunchtime, treating each other with kindness and respect. They are aware of different types of bullying and trust adults to address any issues that may arise, although bullying is reported to be rare.
The school places significant emphasis on sporting and musical achievements, ensuring that all pupils in key stage two learn to play a musical instrument. Leaders are committed to providing a broad and balanced curriculum, having made recent changes in subjects like English and mathematics. However, there are still challenges in subjects such as art and history, where the curriculum lacks clarity in identifying the specific knowledge and skills pupils need to acquire. Teaching in these areas sometimes focuses more on activities rather than ensuring that essential knowledge is secured, leading to gaps in pupils' understanding.
Curriculum leadership is a mixed picture; while some subject leaders have effectively improved their areas, others lack the necessary skills to drive development. This inconsistency affects the overall quality of education. In the early years, children receive a strong start, with staff demonstrating a clear understanding of how young children learn. The curriculum in early years is well-structured, allowing children to build on their existing knowledge and skills. There is a focus on developing speech and language, with a structured approach to reading that begins in nursery and continues through reception.
Despite pupils' eagerness to succeed, there are instances where staff expectations are not sufficiently high. Some written work is difficult to read, and repeated errors are not always addressed. Pupils with special educational needs and disabilities receive good support and are included in all aspects of school life, with additional help provided when necessary.
The school fosters pupils' wider development through responsibilities such as house captains and peer mentors. Pupils understand the importance of respect and celebrate diversity within the school community. Enrichment activities, including trips and visitors, enhance their educational experience. However, there are weaknesses in the delivery of the spiritual, moral, social, and cultural curriculum, with limited knowledge among pupils regarding different faiths and British values such as democracy and tolerance.
Governors express pride in the school and are committed to ensuring that pupils achieve well. Staff report feeling supported in their professional development and well-being, contributing to a positive work environment. The arrangements for safeguarding are effective, with staff trained to identify and respond to potential risks to pupils. Pupils feel safe and know whom to approach if they have concerns.
To improve, the school needs to focus on clearly identifying and sequencing key knowledge in subjects where this is lacking. Enhancing pupils' understanding of British values and different faiths is essential for preparing them for life in modern Britain. Additionally, subject leaders require support to effectively oversee curriculum development, ensuring that the quality of education is consistently high across all subjects. Lastly, raising staff expectations regarding pupil work will help address common mistakes and improve overall learning outcomes.
