Whiston Junior and Infant School

Inspection of Whiston Junior and Infant School Saville Road, Whiston, Rotherham, South Yorkshire S60 4DX

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Outstanding Previous inspection grade Good

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The headteacher of this school is Tina Angell. This school is part of White Woods Primary Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Kate Davies, and overseen by a board of trustees, chaired by Philip Marshall. 24 and 25 June 2025

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What is it like to attend this school?

Pupils are happy at this school. They attend well and enjoy their time here. There are respectful and kind relationships between adults and pupils. Pupils learn how to be ‘Respectful, Responsible and Resilient’ in line with the school values.

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What is it like to attend this school?

Breaktimes are well organised with lots of activities available. Pupils can take part in adult-led games, ball sports, the trim trail or choose their own equipment to play with. They can also attend clubs and events to develop their sporting talents and interests.

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What is it like to attend this school?

Pupils have many opportunities to take on wider responsibilities. They can be part of the school council, pupil ambassadors, reading ambassadors and house captains. Pupils are proud of these roles. They can talk confidently about what they have done and the impact they have had. For example, reading ambassadors read to younger children. House captains also organise fundraising events to raise money for charity.

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What is it like to attend this school?

Leaders are ambitious for pupils. They have put in place ambitious plans to secure success. As a result, most pupils achieve well. Children in the early years achieve exceptionally well.

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What does the school do well and what does it need to do better?

Leaders have developed an ambitious curriculum. In the early years, the curriculum is particularly effective. Through this curriculum, the youngest children take part in carefully planned activities that support their curiosity and independence. In the early years, children show a thirst for learning. For example, children create their own ambitious number lines using note paper. They plan phone conversations on whiteboards and design waterfalls. Such activities enable children to develop their understanding of number, writing and science. Adults make regular checks on children’s knowledge. They use this information to plan future learning. As a result, children in the early years achieve well.

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What does the school do well and what does it need to do better?

Across the school, the curriculum is carefully sequenced and outlines the knowledge that pupils will learn. In many subjects, teachers help pupils remember important past learning. Pupils use what they already know to make sense of new ideas. Teachers have strong subject knowledge. They model learning well in lessons to help pupils understand how to apply their knowledge when writing about the subject being taught. Recent improvements in the management of special educational needs and/or disability (SEND), mean that most staff have a good understanding of how to identify and meet the needs of pupils. However, in some subjects, teachers do not consistently check what pupils know. As a result, sometimes work does not match pupils’ understanding and mistakes are not routinely identified. This means that some pupils do not achieve as well as they could.

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What does the school do well and what does it need to do better?

Staff teach early reading effectively. They skilfully put in place the right support to help pupils who fall behind with reading to catch up quickly. Staff ensure that pupils read books, which closely match their developing skills. 24 and 25 June 2025

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Leaders have recently taken action to improve behaviour. Most lessons are free from any disruption and pupils are generally attentive and work hard. However, sometimes, pupils’ behaviour in lessons does not meet the school’s expectations. At times, some pupils are disengaged or off task. The school has taken action to address inconsistencies and behaviour is improving further. It knows there is more work to do to ensure consistently high standards of behaviour.

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Pupils benefit from trips, visitors and experiences that enrich the curriculum. For example, they visit the national space centre, Gainsborough Old Hall and take part in a residential trip to London. They understand how to stay safe online and in their community. Pupils understand important values, such as democracy. They experience these through the school council when electing class members who represent their views. Pupils understand that everyone has the same rights. They treat each other with respect and kindness. Pupils understand healthy relationships.

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Leaders from the trust provide appropriate challenge and support to the school. This helps the school to identify the most important priorities for improvement. Staff are proud to work at the school and are very positive about the future. Recent changes have had a positive impact on staff workload. Staff benefit from professional development opportunities. For example, all staff have benefitted from phonics training and appreciate ‘Whitewood Wednesdays’, where they can share expertise with other colleagues from across the trust.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In some subjects, checks on learning are not used effectively to ensure that pupils can secure and develop their understanding. When this happens, pupils do not achieve as well as they could. The school should ensure that staff use their checks well to secure and deepen learning for pupils.  In some lessons, the school has not secured consistently high standards of behaviour. Sometimes, pupils are disengaged or off task. As a result, these pupils do not achieve as well as they could. The school should ensure that staff share high expectations of behaviour and implement these consistently so that behaviour in lessons is strong. 24 and 25 June 2025

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How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 24 and 25 June 2025

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School details

Dates of previous inspection 21 and 22 January 2020, under section 8 of the Education Act 2005

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Information about this school

 The school is currently led by an interim headteacher, who will take up post as headteacher from September 2025.  The school is part of White Woods Primary Academy Trust.  The school does not use any providers of alternative provision.  The school offers a breakfast club.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade. 24 and 25 June 2025

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 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors carried out deep dives in these subjects: early reading, mathematics, history and art and design. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors held discussions with the interim headteacher and other leaders in school.

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 The lead inspector met with the vice chair of the trust board as well as executive leaders from the trust, including the CEO. They also reviewed minutes of meetings relating to the oversight of the school.  Inspectors spoke with staff about their workload and well-being. They also took account of the responses to Ofsted’s online survey for staff.  Inspectors spoke with pupils during meetings throughout the school day, including at break and lunchtimes.  Inspectors looked at a range of policies and documentation provided by the school. This included documents related to school improvement planning and external reviews.  Inspectors considered the responses to Ofsted Parent View, including the free-text comments. They also spoke with some parents and carers during the inspection.

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Inspection team

Natasha Greenough, lead inspector Ofsted Inspector

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Inspection team

Becky Austwick Ofsted Inspector 24 and 25 June 2025

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