The leadership team has maintained the good quality of education in the school since the last inspection. Based on the evidence gathered during this short inspection, I am of the opinion that the school has demonstrated strong practice and marked improvement in specific areas. This may indicate that the school has improved significantly overall. Therefore, I am recommending that the school’s next inspection be a section 5 inspection. Since joining Bellfield Primary School, you and your head of school have created a culture of high expectations which is embedded across the whole school. You have a belief that every child can, and will, succeed. This means that everybody in the school, including pupils, works hard and wants to achieve. Teachers thrive through opportunities to develop their practice and are ambitious for their pupils. Staff are quick to establish positive and supportive relationships with pupils. As a result, all pupils settle in very quickly and make strong progress. Bellfield is a special place to learn. There is a strong balance between developing pupils academically and pastorally. The warmth of the school is obvious when first walking through the school entrance. This is a school where everybody is made to feel welcome. Staff enjoy working here, and pupils enjoy learning here. This is because you and your team have worked hard to create a nurturing and inclusive environment. Pupils are extremely polite, and their behaviour is excellent. Your school benefits from the support you are given by the Hull Collaborative Academy Trust (HCAT). The trust closely monitors the standards in the school and sets high expectations for the leaders and staff in their schools. The members of the local governing body bring to their roles a range of highly relevant skills, knowledge and expertise. They have an accurate view of the school and they ask pertinent questions of leaders. For example, they challenge leaders regularly about pupils’ progress and attainment in reading, writing and mathematics. You have an accurate and comprehensive view of the school and you are proactive in securing further developments. This ensures that the quality of teaching across the school is going from strength to strength. You have very successfully addressed the areas for improvement at the last inspection. You were asked to strengthen the quality of teaching in reading, writing and mathematics. Teaching across the school is very strong. Teachers effectively plan learning that is well sequenced. As a result, learning is built on prior knowledge and pupils are challenged effectively. There is a buzz to learning in all classes. Pupils take pride in their work, this is seen in the way they talk about their learning; they want to share their learning with others and take time to meticulously improve their work. You were also asked to ensure that children in the early years are effectively challenged to achieve higher standards. The proportion of children now exceeding national expectations at the end of early years is in line with national averages. Children in the early years are well challenged through well-thought-out activities that stimulate them, but also through very effective adult interactions that move children’s learning on. The early years environment is immersive and children get really involved in their own learning, for example having a ‘dark gloomy cave’ built in the classroom because the children were reading ‘We’re going on a bear hunt’. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. Pupils feel happy and safe in school. They are confident they can speak with an adult in school if they are worried about anything. They said that bullying was rare, but they were very confident that the school deals with any incidents effectively. A pupil said, ‘No one is bullied here as it’s not allowed.’ Another pupil said, ‘Sometimes we fall out, but we mostly sit in a circle and sort it out ourselves. If we can’t, we go to a teacher and they always sort it.’ Pupils have a range of opportunities to learn about keeping safe through assemblies and also through times when pupils from Reception Year to Year 6 get together in small groups to discuss pastoral issues together. Pupils show a strong understanding of how to stay safe on the internet. They understand that they must speak with an adult they trust if they see something they are unsure about online. There are systems to check that adults at the school are safe to work with children. Staff and governors receive appropriate safeguarding training. They understand the procedures they must follow if they have concerns about a pupil. Leaders work effectively with other agencies to ensure that vulnerable pupils and their families receive appropriate support. Records of leaders’ work with external agencies are strong.