Brinsworth Whitehill Primary School, located in Rotherham, South Yorkshire, underwent an inspection on July 12 and 13, 2023, and received an overall effectiveness rating of good. The school has made significant progress since its previous inspection, which rated it as requiring improvement. The quality of education, behavior and attitudes, personal development, leadership and management, and early years provision were all rated as good.
The school fosters a positive environment where leaders and pupils have established clear expectations for behavior and learning through a framework known as ‘The Whitehill Way.’ Pupils take pride in these standards and are encouraged to believe in themselves and aspire to achieve their goals. The school culture promotes respect and inclusion, creating a calm and orderly environment where bullying is not a concern. Pupils are supported in their physical and mental well-being through initiatives led by health and well-being ambassadors.
Brinsworth Whitehill Primary School emphasizes broadening pupils' experiences through various clubs and enrichment activities, allowing them to explore interests such as photography, mindfulness, karate, and canoeing. The school also encourages community involvement, with pupils participating in fundraising for local charities.
The curriculum is ambitious and well-structured, with leaders carefully considering the knowledge they want pupils to acquire. For instance, in art, pupils learn about diverse artists and art movements, which enriches their understanding of different artistic expressions. Curriculum plans break down knowledge into manageable steps, and teachers begin lessons by revisiting key concepts, enhancing pupils' retention and understanding.
Support for pupils with special educational needs and disabilities is effective, enabling them to work alongside their peers and achieve similar learning outcomes. The school has cultivated a strong reading culture, with pupils expressing enthusiasm for their reading materials and discussing their favorite authors. However, inconsistencies in phonics teaching were noted, with some pupils lacking sufficient opportunities to practice their phonetic knowledge, which could hinder their progress.
Assessment practices vary among teachers, with some not consistently checking pupils' understanding, leading to unaddressed misconceptions. The early years provision is engaging, with well-designed activities that promote learning and enjoyment. Relationships among children and staff are positive, and the curriculum becomes progressively more demanding, preparing children for future learning stages.
Leaders have developed a comprehensive personal, social, and health education curriculum, providing pupils with opportunities for character development and life skills. The school council has initiated effective recycling systems, demonstrating pupils' positive influence within the school community.
Governance is strong, with governors and trustees possessing a clear understanding of the school’s needs and providing robust support and challenge. Staff members feel proud to be part of the school community, and leaders prioritize their well-being. A collaborative network across the trust enhances staff expertise.
The safeguarding arrangements are effective, with a strong culture of safety embedded within the school. Leaders ensure that staff are aware of potential risks and personalize the curriculum to teach pupils about safety in various contexts. Overall, while the school has made commendable progress, there are areas for improvement, particularly in the consistency of phonics teaching and assessment practices. Addressing these areas will further enhance the quality of education provided to pupils.
