Belvue School
Catchment Area, Reviews and Key Information

Post 16
Special school
11 - 19
Community special school

How Does The School Perform?

4 1 1 2 3 4
Ofsted Inspection
Full Report - All Reports

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Happiness Rating

Ofsted Parent View

Pupil/Teacher ratio
Persistent Absence
Pupils first language
not English
Free school meals
Rowdell Road

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. As headteacher, you are dedicated to making sure that the pupils of Belvue School make strong progress in all areas of their development. You have risen to the challenge of preparing pupils who have special educational needs and/or disabilities for adulthood. At the end of their schooling all pupils move on successfully to education, employment or training. You have developed a skilled team of leaders who support you in this work. You have taken action to ensure that the leadership team has the capacity to take on extra responsibilities as the school grows in size. Leaders have reviewed and improved their systems for checking the quality of teaching and learning since the last inspection. Senior leaders identify strengths and areas for development accurately. They use a range of evidence to support this work, for example, observing in lessons, looking at pupils’ books and holding meetings to discuss pupils’ progress. Leaders compare the progress of different groups of pupils to check that none fall behind. Those eligible for pupil premium and those from different ethnic backgrounds make as much progress as others. Until recently, however, leaders have not compared the progress of different ability groups. The most able pupils in some classes are not consistently challenged to move on quickly in their learning. At the time of the last inspection, pupils made less progress in science than they did in English and mathematics. Leaders took effective action to address this area for improvement. As a result, pupils now make as much progress in science as they do in these other subjects. The chair of the governing body took up his position shortly after the last inspection. Since then, there have been several changes to the governing body and, although smaller, it is now more focused in its oversight of the school. However, governors’ skills in questioning leaders are underdeveloped. As a result, governors’ challenge to leaders regarding their work to improve the school lacks rigour. Safeguarding is effective. Senior leaders and governors have ensured that all safeguarding arrangements are fit for purpose and records are detailed and of high quality. Any concerns that arise are recorded meticulously and referred to the appropriate agencies in a timely manner. During the inspection, inspectors saw at first hand how leaders dealt with concerns raised. Leaders acted quickly, taking effective action to reassure themselves that pupils were safe. Similarly, members of staff give safeguarding a high priority, reminding pupils of ways in which they can protect themselves from harm. Leaders and members of staff are vigilant in spotting signs of possible issues relating to female genital mutilation, radicalisation or children missing from education, and these are passed on to the relevant authorities. Leaders make sure that all the relevant checks on members of staff, governors and other adults in the school are completed. The single central record is kept up to date and regularly checked by the governor linked to safeguarding. Inspection findings You continue to inspire leaders and other adults to perform well as they improve outcomes for pupils with special educational needs and/or disabilities. You have maintained the school’s level of performance as the school has grown. Leaders have revised their processes for assessing pupils’ progress. This has enabled leaders to make sure that the new system is more tightly aligned to the curriculum on offer in this school. Leaders and teachers worked hard during the 2015/16 year to make sure that the new system was ready for implementation in September 2016. They decided to use both systems in the first instance until the new one is embedded and provides reliable information on the progress made by pupils. Consequently, they continue to have reliable information about pupils’ progress from their starting points during the transition period. Leaders and teachers check that the assessments they make are accurate by working with other local schools, particularly the main feeder primary school. Pupils are well prepared for their next placements because they achieve a range of nationally accredited qualifications, depending on their abilities and interests. These include GCSE mathematics and, from September 2016, GCSE art and design.

Belvue School Reviews

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Belvue School Catchment Area Map

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