Aims of the school

We are a happy and proud school. We believe that we provide a safe and secure environment that nurtures a love of learning. We aim to develop the whole person by providing happy and memorable times whilst creating opportunities for challenge and success. We prepare our pupils to become considerate and responsible members of society and we firmly believe that children best succeed when they are engaged in their learning.

Parents and carers have an extremely important role to play in ensuring our children achieve their potential. This happens when we all work together considering the strengths and needs of everyone in our school community.

Our aim is to develop confident children who value themselves, each other and the wider world. We encourage all our children to reach for the stars-they can be anything they want to be.

External Monitoring

Ofsted Information

Ofsted inspected the school in March 2016. The school continues to be good.

Next steps for the school

Leaders and governors should ensure that:

  • teachers provide a higher level of challenge for the most able pupils across the whole school, particularly in writing and maths
  • assessments carried out in early years are checked closely to ensure they accurately reflect where children are in their learning

SIA Monitoring

The SIA agreed with the Ofsted grading and considers that the school is pro-active in working towards outstanding.

Awards, Kite marks and Accreditations

  • Inclusion Chartermark
  • Stephen Lawrence Standard
  • Investors in Pupils
  • SFVS
  • Youth Sports Trust Bronze Award Quality Mark
  • Active Schools
  • Healthy schools
  • Food For Life Bronze Award
  • Woodland Trust Green School Gold Award

2018 Data and 2017 Data

Year Group


Results 2018

Results 2017





Year 1

Phonics Check



Year 2

Phonics Check



KS1 EXS (at expected)












KS1 GDS (at greater depth)












KS1 (at expected)

Reading, Writing and Maths combined




Reading, Writing and Maths combined



 Review of the School Development Plan 2017-2018


  • number of children achieving a Good Level of Development at the end of Reception has increased 
  • number of children achieving age related expectations in reading, writing and maths at the end of Y2 has decreased
  • phonics results are similar to 2017

Teaching, Learning and Assessment

  • staff are developing their expertise with regard to teaching greater depth writing skills
  • Big Maths online is being used across the school
  • all staff are using O Track for assessment
  • staff awareness of gender issues in maths has increased
  • Personal Development and Welfare
  • staff training in EYFS to develop the use of high quality interactions implemented
  • focus on increasing daily physical activity
  • successful Peeps course in Nursery
  • Leadership and Management
  • audit of systems to comply with GDPR completed
  • subject leaders developing their middle leader role
  • Children’s Priorities 2018-2019:
  • More toys at playtime
  • Time to play on the bikes
  • Slime
  • More trail
  • Table swaps at lunchtime
  • Monkey bars
  • More play areas
  • More computers 
  • Swings

The children’s key areas for 2018-2019:

  • I will try to be in school every day on time.
  • I will try to run every day.
  • I will try to learn new words to improve my speaking and writing.
  • I will always try my best.

Parent/ Carer priorities 2018-19

Worked well 2017-2018

To consider 2018-2019

 Open mornings

 Parents reading in classrooms

 Text/email reminders

 Numeracy and literacy home works on a par

 Parents helping on school trips

 Library books

 Literacy progress

 More family orientated events

 Golden Time

 More challenge


 Traditional songs at Christmas

 Open door policy

 More after school options for Reception


 Parent in/out door system in nursery

 Changing the day for events




 School dinners




 Pastoral care


 Speech and language support


 After school clubs


 Sports day


 Children happy to come to school


 Inter school sports events


 Parents’ evenings




 Xmas Fair




 Children growing in confidence


Staff priorities 2018-19

Worked well 2017-2018

To consider 2018-2019

Well Being Day

Update IT equipment



Support across school

More consistency within support teams

SATS cover

Outdoor area

Sports coaches

Earlier moderation

Feel good factor

Team meetings not always taking place

Team work

Income generation

Regular moderation


Skills focus




Staff relationships




Raising governor's profile






Areas to consider are addressed through the school development plan and on going work.

Three year Development Plan- Yeadon Westfield Infant School 2018-2021

To become an outstanding school through continuous improvement.

Area of focus

Year 1 2018-2019

Year 2 2019-2020

Year 3 2019-2020


  • More children to achieve GDS in writing by the end of Y2
  • Audit of all staff skills and review of training systems
  • Tailored training programmes for all staff

Teaching, Learning and Assessment

  • Revisit curriculum provision
  • Language acquisition
  • Gender issues across the curriculum
  • Revisit the teaching of core skills

Personal Development and Welfare

  • Introduction of daily mile
  • Attendance and punctuality
  • Consider Investors in People to develop school team and promote higher aspirations
  • Review health and well-being provision for staff

Effectiveness of Leadership and Management

  •  Continued work on GDPR
  • Review of school building use linked to income generation
  • Balancing the budget to ensure staffing ratios


Self Evaluation



 Self Evaluation Summary


This document provides a brief self-evaluation summary. The form evaluates how well we are performing as a school and makes a judgement for each area. Our children make good and outstanding progress and levels of attainment are high and above national levels. The head took up post in January 2014 and at the same time the school became part of the Aireborough Learning Trust Partnership. We have a very supportive parent body who engage with school but there are an increasing number of parents who require nurture, support with parenting skills as well as emotional support.


Two form entry infant school with a nursery; 198 on role

  • 8% children eligible for pupil premium funding
  • 8.58% minority ethnic groups- Black British, Asian, Chinese and Eastern European
  • 4.04% have English as an additional language
  • 8.58% children with SEN support

What characterises our approach

  • A strong team ethos to include all members of the school community.
  • A desire to ensure that our children strive towards their full potential.
  • A commitment to never capping our children’s aspirations.
  • A growth mind set for both staff and pupils.A commitment to partnership working with other settings and agencies.

Areas for whole school development (Key priorities)

  • To develop the use of pupil progress meetings to raise standards across the school and to focus on all groups
  • To develop how we support our children to acquire language and develop vocabulary
  • To refine and improve our curriculum provision
  • To develop leadership across the school.
  • To develop physical activity to support well being and academic attainment.
  • To work with parents to improve attendance and punctuality for all children.
  • To refine and develop school systems that adhere to GDPR regulations.

Progress on previous inspection key issues. (March 2016)

 Teachers to provide a higher level of challenge for the most able across the whole school, particularly in writing and maths.

  • Our use of Big Maths develops children’s confidence to tackle new concepts and staff are working to develop their understanding of how to challenge children in their writing. There is a rising trend in those children working at greater depth in writing by the end of KS1. The percentage of children exceeding in writing at the end of EYFS is also increasing. School has introduced Cracking Writing [a writing scheme] to support teaching and learning of writing across KS1.

Assessments carried out in early years are checked closely to ensure they accurately reflect where children are in their learning.

  • Due to inter and intra school moderation, assessment is more accurate and pupil progress meetings provide leaders with the opportunity to verify judgements against evidence. We are continuing to address areas for development using the Developmental Journal to break down skills progression into clear and measurable steps. Planning and assessment are cohesive across the phase and all staff are aware of key milestones.




 Supporting evidence

 Areas for development

Overall effectiveness


  • End of key stage results are consistently above local and national averages
  • Surveys of pupils, parents and staff show high levels of satisfaction
  • The Governing Body is proactive in supporting the head teacher move the school forward
  • Develop our approach to how children acquire and use language to support reading and writing
  • Ensure all our staff have access to high quality training and are confident and successful in their role
  •  Audit and improve curriculum provision across the school

Leadership and management


  •  Safeguarding is tenacious
  • Self-evaluation is accurate and pinpoints exactly areas to develop
  • A culture of trust and appetite for self-improvement
  • Develop the role of subject leaders to ensure a whole school approach and a sense of accountability
  • Continue to ensure that all staff are aware of GDPR and that school systems are compliant.

Teaching,  learning and assessment


  • Activities are carefully planned to interest pupils and keep them motivated
  • Lessons are structured to enable instant and effective feedback about progress
  • Whole school and individual target setting is based on accurate moderated teacher assessment and has a direct and positive impact on teaching and learning.
  • Support language acquisition through focused story times
  • Develop questioning skills in reading using staff, parents and volunteers
  • Focus on the use of nursery rhymes in EYFS to support speech and language development
  • Implement Cracking Writing across KS1
  • Subject leaders to support the use of  key vocabulary across the curriculum

Personal development, behaviour and welfare


  • Strong behaviour systems ensure exceptional behaviour
  • Children enjoy a wealth of experiences through which they gain a sense of responsibility
  • The children have respect for others and are taught to understand the impact of their actions.
  • Increase physical activity to support attainment and well being
  • Promote the importance of good attendance and punctuality amongst the parent body
  • Targeted parental support through Parent Gym
  • Work towards Carnegie Mental Health Award

Outcomes for pupils


  • Progress is good or better for most children
  • Attainment of almost all groups is broadly in line or above national averages.
  • Outcomes are supported by strong pastoral support and access to a full-time inclusion worker.
  • Develop the impact of pupil progress meetings
  • Focus on attainment and progress of all groups

Effectiveness of early years provision


  • An increasing trend in the number of children achieving a good level of development
  • Accurate assessments to identify strengths and areas for development
  • Learning Journeys show clear evidence of teaching and learning
  • Use Developmental Journals to ensure all staff are clear about skills progression in writing in particular
  • Develop curriculum provision in specific areas

Focus for 2018-19


  • To develop the use of pupil progress meetings to raise standards across the school and to focus on all groups.

Teaching, Learning and Assessment

  • To develop how we support our children to acquire language and develop vocabulary.
  • To develop curriculum provision

Personal Development, Behaviour and Welfare

  • To increase physical activity to support academic achievement and well being.
  • To improve attendance and punctuality across the school.
  • To build on already strong parental engagement and support.
  • To continue to work towards FFL Silver Award.
  • To promote emotional well being.

Leadership and Management

  • To continue to develop the role of the middle leader.
  • To refine and develop school systems that adhere to new GDPR regulations