Whiston J & I School Evaluation 2016 -17



Whiston J & I School Summary Self Evaluation 

October 2016



School context and key strengths: Whiston J & I School is based in a reasonably privileged area of Rotherham. It is a smaller than average school with 216 children: 10% EAL, 14.7% BME pupils; 8.1% SEND; 6.2% FSM and 14.7% SOA. These are all below National and LA averagesWhiston J & I School is an over-subscribed school, with ‘highly effective leadership’ and ‘the plan for school improvement, is firmly rooted in secure evidence.’   (OFSTED MAY 2016).

We believe Whiston J & I School is a good school with outstanding features. We are built on underlying core values that drive our vision to become an outstanding school, in which every child develops a love of learning and achieve the necessary academic and life skills (social and emotional intelligence; communication & self-belief) to enable them to be the best they can be and fulfil their potential for their life in the 21st Century.


Overall Effectiveness

*1/2 Good with Outstanding - but not outstanding yet, because we need to ensure …








DEP Actions 2016/17 to lead school to outstanding

Effectiveness of

Leadership &


  • The main success criteria in the school’s plan to develop excellence are measurable (OFSTED 2016)
  • Ensure the required information about the governing body is published on the school website (OFSTED 2016)
  • Rigorous Quality Assurance that triangulates T&L continues and drives for excellence so attainment & progress is above Nat/LA at the end of each key stage in all groups & subjects, including combined.
  • Build capacity further through coaching, to continue to strengthen middle & new subject leaders
  • Ensure our EPIC Curriculum continues to develop to meet the needs of our children and prepares them for the 21st Century (including SMSC- Whiston Wishes/RRS principles; computing; R,W,M; PSHE; SEMH/SEND)

Quality of T & L  and assessment

  • Pupils make consistent progress to reach the standards they are capable of in FS2 & KS1 (OFSTED 2016)
  • Develop strategies further to raise the attainment of boys  so that it is similar to girls (OFSTED 2016)
  • To hold all staff accountable for implementing/strengthening T&L strategies to ensure any children falling behind (including boys and PP) make accelerated progress (closing the gap strategies)
  • To ensure differentiation is clear and pitched accurately in lessons & pupil outcomes in books
  • To ensure all staff are consistent in their use of school policies i.e. marking, planning &  presentation; T & L; EPIC Curriculum and assessment to enable all children to make good or better progress
  • To ensure T&L is at least good or better and based on accurate assessment of pupil needs.
  • To accelerate learning to ensure all children reach EOY targets & achieve end of Key Stage expectations, so averages are above Nat/LA in all years & groups and individual & combined subjects.

Personal  development, behaviour & welfare

  • To raise the profile of quality mathematics amongst all children to develop an ‘I can attitude’.
  • To ensure all staff promote, ‘walk & talk’ our Whiston Values and strategies which develop reflection (restorative justice) so that the school is characterised by positive attitudes to learning and behaviour.
  • To further strengthen our Whiston Wishes to promote a love of learning and the development of skills and experiences & continue to embed British values in the ethos and culture of the school.
  • To strengthen further our SEND provision by developing robust systems to assess and provide quality evidence-based SEMH provision to enable all children to reach their potential

Outcomes  for children inc EYFS

  • Improve the attainment and progress ( in maths, reading,  GPS & combined)  by the end of KS2 (ROL2016)
  • To close the gap further for FSM & Ever 6 pupils (ROL 2016)
  • To improve phonics check outcomes  in Y2 (ROL 2016)
  • To improve boys literacy (R & W) in EYFS so it is above national (ROL 2016)
  • To continue to raise the profile, skills and application of mathematics (reasoning) across school
  • To develop whole teaching and learning strategies for times tables, problem solving and Mega Maths
  • To continue to develop robust systems for assessing without levels including non-core subjects







Key Issues 2013

Progress from OFSTED 2013 - OFSTED May 2016

*Remedy teaching that requires improvement/ Share outstanding examples of outstanding

  • ‘Leaders have tackled these recommendations successfully by targeting professional development for teachers accurately’. (OFSTED 2016)

*Improve M & F particularly in maths

  • ‘Pupils respond thoughtfully to teachers’ marking and feedback’. (OFSTED 2016)

*Use T & L resources to make learning interesting

  • ‘A catalyst for the improvements to teaching and learning is the implementation of a new, exciting curriculum - This approach reflects the school’s determination to ensure that all pupils have equal opportunities to succeed’. (OFSTED 2016)

*Set extension to challenge more able in mathematics

  • ‘Teachers are highly skilled at capturing pupils’ interest through challenging puzzles and games in maths and keeping them hooked on learning through a range of activities pitched at the right level’. (OF 16)




(so far)




  • DEP Actions 2016/17

Key Issues 2016

Progress so far, from OFSTED May 2016

*The main success criteria in the school’s plan to develop excellence are measurable

  • 2016/17 DEP has SMART actions which are shared with all stakeholders
  • DEP Actions taken from the SEF are applied to teacher appraisals

*Ensure pupils make consistently good progress to reach the standards they are capable of in Reception and KS1

  • EYFS GLD upward trend (3 years) and well above NAT/LA 2016
  • Y1 Phonics upward trend (3 years) and well above NAT/LA 2016
  • Y2 SATs well above Nat/LA 2016


*Strengthen strategies to raise the attainment of boys so that it is similar to that of girls

  • Boys achieved higher than NAT/LA & girls in Y1 Phonics 2016 
  • Boys achieved higher than NAT/LA again in KS1 SATs 2016

*The required information about the governing body is published on the school’s website.

  • A new experienced Clerk to Governor in place October 2016
  1. Information required to be collated by Clerk/SBM & to be published in Dec 2016 and then updated termly by SBM


Leadership & Management 


*1/2 Good with outstanding features.

  • HT provides highly effective leadership to the school. Regular assessments of pupils’ attainment and progress, combined with observations of teaching and checks on pupils’ work, ensure that they have an accurate view of the school’s strengths and areas for development (OFSTED 2016)
  • A range of methods ensure that all teachers (inc NQT) have the opportunities they need to improve their practice, drawing on expertise in the MAT and beyond, as well as within the school.  (OFSTED 2016)
  • There is an ambitious & supportive team mentality which continues to relentlessly drive school improvement, with a no excuse culture – ‘Morale is high and staff work well as a team.’ (OFSTED 2016)
  • ‘The governing body provides strong challenge to school leaders. Governors are highly committed to their role and access training as required to help them fulfil this effectively. They are confident that they are kept well informed by the regular reports you provide. (OFSTED 2016)


Quality of teaching, Learning and Assessment


*1/2 Good with outstanding features.

  • ‘A catalyst for the improvements to teaching and learning is the implementation of a new, exciting curriculum; pupils are full of enthusiasm for the activities that have helped them learn.  (OFSTED 2016)
  • ‘HT has targeted professional development for teachers accurately to increase to increase the proportion of good & outstanding teaching’. (OFSTED 2016),
  • ‘Teachers question pupils well/accomplished at adapting their questions to tease out what pupils understand and then deal with any misconceptions immediately’. (OFSTED 2016)
  • ‘Pupils respond thoughtfully to teachers’ marking and feedback’. (OFSTED 2016)
  • ‘Teaching assistants make a very positive contribution to pupils’ learning and have benefited from the school’s well-targeted approach to training’. (OFSTED 2016)
  • ‘Steps have been taken to improve the quality of provision in the early years and key stage 1 in order to raise standards and increase the consistency of pupils’ achievement’. (OFSTED 2016)


Personal development, behaviour & welfare

Behaviour Judgement

* 1

Safety Judgement

* 1

  • ‘Pupils are eager learners, as demonstrated by their above-average attendance and very good behaviour’.
  • Robust and effective systems, provision & curriculum in school (SEND & SEMH, Pupil Voice groups; Parental engagement/communication) supports vulnerable children and their parents. (OFSTED 2016)
  • The new curriculum and high-quality teaching foster children’s love of learning very effectively. Pupils relish learning through topics and the diverse activities teachers devise to make these exciting.
  • Behaviour management policy and procedures are implemented consistently by staff. (OFSTED 2016)


Outcomes for children

Outcomes Judgement

*1/2 Good with outstanding features.

  • Year 1 phonics check above NAT/LA 2016 and upward 3 year trend.  
  • At end of KS1 children achieving Exp & GD is above NAT/LA 2016
  • At end of KS2 Exp & GD in writing is well above Nat/LA 2016; Reading & GPS Exp is slightly above NAT



EYFS Judgement

1 Outstanding

  • EYFS 2016, 80.0% achieved the GLD – above Nat/LA; APS above NAT/LA in all areas and combined.


SMSC/British Values

  • ‘The school fosters pupils’ SMSC development very well. Pupils are polite, courteous and respectful of one another and adults. They are keen to take on responsibilities, for instance as school councillors, playground buddies and eco-warriors. The school council has drawn up, rules for good behaviour throughout the school and successfully organised a number of charitable fundraising activities, giving careful consideration to the choice of charity. Pupils are confident that their views are listened to, for instance on the choice of games and equipment to play with at break/lunchtime’. (OFSTED 2016)
  • The curriculum helps pupils understand British values as well as preparing them effectively for life in modern Britain – whole school and transition topics.  (OFSTED 2016)