Whiston Worrygoose Junior and Infant School
Catchment Area, Reviews and Key Information

Primary
PUPILS
245
AGES
3 - 11
GENDER
Mixed
TYPE
Academy converter
SCHOOL GUIDE RATING
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Can I Get My Child Into This School?

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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data 2021, ONS

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The criteria in which schools use to allocate places in the event that they are oversubscribed can and do vary between schools and over time. These criteria can include distance from the school and sometimes specific catchment areas but can also include, amongst others, priority for siblings, children of a particular faith or specific feeder schools. Living in an area where children have previously attended a school does not guarantee admission to the school in future years. Always check with the school’s own admission authority for the current admission arrangements.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

How Does The School Perform?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(6/10/21)
Full Report - All Reports
83%
NATIONAL AVG. 65%
% pupils meeting the expected standard in reading, writing and mathematics



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Progress Compared With All Other Schools

UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 8% of schools in England) Average (About 67% of schools in England) Above Average (About 5% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 7% of schools in England) Average (About 64% of schools in England) Above Average (About 9% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 58% of schools in England) Above Average (About 10% of schools in England) Well Above Average (About 10% of schools in England)

School Results Over Time

2017 2018 2019 UNLOCK

% pupils meeting the expected standard in Key Stage 2 tests (age 11)
2017 2018 2019 UNLOCK

% pupils meeting the higher standard in Key Stage 2 tests (age 11)

These results over time show historic performance for key exam results. We show pre-pandemic results as the fairest indicator of whether performance is up, down or stable

Hall Close Avenue
Whiston
Rotherham
S60 4AG
01709541878

School Description

There are no limits on what pupils at Whiston Worrygoose Junior and Infant School can achieve, both academically and personally. All adults share the same mission to develop and nurture pupils’ skills, talents and interests. As a result, pupils thrive across all aspects of the school’s work. Pupils respond extremely positively to adults’ high expectations of them. They follow teachers’ instructions promptly and eagerly contribute in class, sharing their thoughts articulately with well-chosen vocabulary. Pupils play well together during breaktimes, being respectful of the rules, their peers and the school environment. Pupils readily told inspectors that they are part of one big family. Bullying is rare. Pupils trust that staff will sort out any disagreements quickly and effectively. Pupils told inspectors that they feel safe in this school. They have trusted adults who support them well. Pupils are exceptionally polite and respectful towards staff and visitors. Parents and carers are very positive about the school. One parent praised this welcoming and nurturing school, saying that their children have had many wonderful and happy years at this school. Parents spoke of the highest academic expectations being realised. Another parent commented: ‘This school has everything in place to make sure that every child it cares for reaches their true potential.’ What does the school do well and what does it need to do better? Leaders and teachers are precise in detailing what they want their pupils to know, understand and be able to do. The carefully designed curriculum builds on and deepens pupils’ knowledge and skills. Leaders have made sure that learning makes sense. It is built on firm foundations from the very earliest days in school. The teachers, who have strong subject knowledge, ensure that the highly ambitious curriculum is delivered effectively. The impact of this is clear. Pupils develop wellrounded knowledge across all subjects. Teachers’ precise use of subject-specific language helps develop pupils’ vocabulary. Pupils then use this language in discussions and in their high-quality work. Teachers use every opportunity to gauge pupils’ understanding; they use this knowledge with accuracy to plan next steps. This assessment is sensible. It does not burden pupils or teachers. Leaders have made every pupil’s achievement in reading their priority. There is a shared understanding that being able to read accurately and fluently opens doors to future successful learning. The highly skilled reading leaders ensure that teachers stick precisely to their ambitious plans. Teachers are well trained and deliver the curriculum with precision; not a moment of learning is lost. Ongoing assessment of pupils means that those who may require additional support receive it promptly. Pupils and teachers at Whiston Worrygoose love reading. Pupils talk avidly about favourite books and authors; teachers select and read challenging books to their classes with great skill. Inspection report: Whiston Worrygoose Junior and Infant School 6 and 7 October 2021 2 The early years at Whiston Worrygoose is characterised by nurturing, trusted relationships and clear routine and expectation. This results in children who are engaged in their learning. There is a strong focus on the development of language and vocabulary. Adults interact with children expertly. They build on what children already know precisely. They ensure that all children reach their potential. As such, children are ready for their next stage of education. Pupils’ behaviour throughout the school is impeccable. In lessons, pupils are captivated by their learning. They show very high levels of concentration and engagement. Adults inspire pupils’ curiosity. They also help pupils develop a range of strategies to be successful learners. For example, pupils explained how they routinely use their ‘learning gem’ strategies to solve problems, work as part of a team and be resilient. There is an impressive array of opportunities for pupils’ personal development in this school. Pupils value the variety of opportunities to develop their understanding of modern Britain. Pupils are empowered by rich and meaningful learning prompted by Black History Month and assemblies about influential people, such as Mother Theresa and Greta Thunberg. Pupils are certain that there is equality in this school. Leaders ensure that pupils develop an understanding of individual choice. Pupils told inspectors: ‘Anyone could come to our school; here, they would be welcomed and happy.’ Pupils take positions of responsibility seriously. As one member of the school council explained: ‘It’s our responsibility to make the school the best it can possibly be.’ Leaders have recently developed effective school-wide curriculum and policies in relation to relationships and sexual health education. The provision for pupils with special educational needs and/or disabilities (SEND) is highly effective. Leaders have established a highly inclusive environment. The school’s special educational needs and/or disabilities co-ordinator (SENCo) is very experienced and highly ambitious for all. Pupils’ needs are swiftly and accurately identified. Adults understand how to support pupils with SEND. They regularly check the learning of these pupils and adapt teaching accordingly to ensure that pupils keep up. This means that these pupils successfully access all curriculum subjects alongside their peers. Leaders are exceptional. Teachers, leaders and governors share their relentless determination to make sure that all pupils succeed. Leaders’ high aspirations result in excellent achievement for pupils. Leaders regularly review the spending of pupil premium, physical education (PE) and sport premium and coronavirus (COVID-19) catch-up premium monies. This review includes careful consideration of assessment information, good practice case studies and pupils’ opinions. As a result, the school has invested in activities that support pupils both academically and pastorally. For example, adults took a group of pupils on a summer residential to build resilience and confidence. Staff are extremely proud to work at this outstanding school. There is a distinct culture of professional development. Adults at this school want to be successful and Inspection report: Whiston Worrygoose Junior and Infant School 6 and 7 October 2021 3 the best that they can be. They are empowered to lead and know that the school and trust will help them to achieve their ambitions. They know they can speak to leaders if they have any concerns. Leaders are mindful of staff workload. Staff feel valued and listened to.

Whiston Worrygoose Junior and Infant School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 68% Agree 27% Disagree 5% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>68, "agree"=>27, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 37 responses up to 27-10-2021
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Figures based on 37 responses up to 27-10-2021

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Figures based on 37 responses up to 27-10-2021

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Figures based on 37 responses up to 27-10-2021

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Figures based on 37 responses up to 27-10-2021

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Figures based on 37 responses up to 27-10-2021

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Figures based on 10 responses up to 27-10-2021

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Figures based on 37 responses up to 27-10-2021

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Figures based on 37 responses up to 27-10-2021

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Figures based on 37 responses up to 27-10-2021

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Figures based on 37 responses up to 27-10-2021

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Figures based on 37 responses up to 27-10-2021

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Figures based on 37 responses up to 27-10-2021

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Figures based on 37 responses up to 27-10-2021

Responses taken from Ofsted Parent View

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