The school is a larger than average sized school, catering for pupils in the age range (3-11 years) and there are currently 356 pupils on roll. (January 2019) The vast majority of pupils live within the catchment area of the school. There are between 1 and 2 classes per year group and pupils are taught in mixed ability.
Balby is a large suburb of Doncaster. Many pupils live in areas which contain significant pockets of deprivation characterised by high unemployment, low average incomes, poor housing and health. The proportion of pupils eligible for free school meals is significantly higher than the national average at 46%, ranging between 30% in the current Y1 to 67% in the current Y6 (ASP data 2017). The school deprivation indicator is 0.4.
In terms of inequality, Balby is the most deprived area in the locality based on the Index of Multiple Deprivation by lower super output area. The number of children in poverty is significantly worse in Balby than Doncaster as a town (and Doncaster is generally worse than the England average).
Due to a shortfall in school places in Balby, pupil numbers have risen at pace (in September 2013 the pupil numbers were 301 and this has risen to 356, January 2019) The school had hoped to extend to two form entry in light of the published demographic picture in the locality, but due to the expansion of a neighbouring school and the opening of a new academy in the locality, the numbers have dropped slightly. During 2014/15, some refurbishment of the school buildings and premises took place to cater for the increased number of pupils on roll.
The majority of pupils are white British with 27% speaking English as an additional language. (The percentage was 13.1% in 2012). The number of new arrivals is increasing on a weekly basis, many pupils of Eastern European origin, so this percentage will rise significantly over the academic year. We currently have 19 languages spoken in school (based on the latest Census information). Attainment on entry is well below typical expectations for 3 year olds.
The school meets the governments current floor standards which set the minimum expectations for pupils learning and progress.
Woodfield Primary has established a range of partnerships with other schools both within Doncaster and beyond and is part of the Rose Learning Trust (a Multi Academy Trust). The school regularly receives visits from other schools in Doncaster and neighbouring authorities to look at aspects of good practice in the quality of teaching and learning, curriculum development and continuous professional development.
The school is active within the Yorkshire Triangle Network which spans South Yorkshire. The network supports a range of schools and the outcomes of the partnership continue to be innovative and support improvements across all schools.
Woodfield Primary offers a range of extra- curricular clubs to pupils including: a free breakfast club, a choir supported by Rainbow Connection and a range of other clubs: stay and play, Ukulele, study support, cookery, sports based and arts based.
School Contact Details
Woodfield Primary School
Tel: 01302 853289
Acting Head Teacher: Kate Hope
Deputy Head Teacher, SENCo & Designated Safeguarding Lead: Nicky Fallon
School Business Manager: Jayne Miller
Chair of Governors: Mr Peter Steadman
Vice Chair of Governors: Mr Nigel Simpson
Woodfield Primary School is predominantly two-form entry and follows the Local Authority’s admission processes.
Our current admission limits are:
50 per year group in Reception, Key Stage 1 and 2 with no class exceeding 25 pupils*
26 places in nursery
*Please note: some classes have mixed age groupings and it is therefore not possible to have 50 pupils within the year group based on class capacity and the health and safety of our pupils
See Doncaster Admissions Policies:
Woodfield Primary School Admission Arrangements 2019-20
Woodfield Primary School Admission Arrangements 2020-21
DMBC School Admissions – Website
Please find below the Attendance Policy in place for Woodfield Primary School along with an example Fixed Penalty Notice letter.
If you have any queries regarding attendance please speak to Michelle Boyes, Attendance Office or email email@example.com
RLT015 Trust – Woodfield Pupil Attendance and Punctuality Policy
FPN Holiday Declined IN
DMBC EPN Information for Parents
DMBC School Attendance Guidance 2019
Please find below our latest Ofsted Report.
Ofsted Report 2019 – Section 8
Ofsted Report 2014 – Full Inspection
Parents may also find the Parent section of the Ofsted website of use. This is located at https://parentview.ofsted.gov.uk/
Exam and Assessment Results
Data Outcomes for 2016-2017
2016/17 KS2 Performance
Data Outcomes for 2017-2018
Data Outcomes for 2018-2019
If you would like to view the school performance tables, please go to www.education.gov.uk or copy the link below into your search bar:
At Woodfield Primary School, we love being engaged and active in our learning through a wide range of topics, subjects and lessons.
We have planned our own curriculum content, to ensure full coverage and delivery of Curriculum 2014 through topics which our pupils have requested and which are relevant and of interest to them.
The curriculum is in a two year cycle so that within each phase they work together and show progression of skills. The curriculum is regularly reviewed at phase and whole school levels, with feedback from pupil and parental voice. All stakeholders therefore have ownership of the curriculum at Woodfield Primary School.
The Foundation Curriculum
Children entering the Foundation Stage at Woodfield Primary School have a range of different experiences and a variety of skills and interests that they bring with them to school. To ensure that our early year’s curriculum is effective, it is carefully structured with quality teaching of skills that builds upon what children already know and can do. We promote learning through play and plan around the needs and interests of children giving them the opportunity to learn about the world around them. Children have rich and stimulating experiences through our well planned and well organised learning environment. We believe that children develop rapidly during the early years-physically, intellectually, emotionally and socially. Therefore, our practitioners ensure that all children feel included, secure and valued. Planning is based around childrenâ€™s interests and loose seasonal topics.
Teaching and learning is strongly underpinned by the Characteristics of Effective Learning:
- playing and exploring children investigate and experience things, and have a go
- active learning children concentrate and keep on trying if they encounter difficulties, and enjoy achievements
- creating and thinking critically children have and develop their own ideas, make links between ideas, and develop strategies for doing things.
The well-planned activities provide opportunities to develop all their skills in the three prime areas. These areas are crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive:
- Communication and Language
- Physical Development
- Personal, Social and Emotional Development
The four specific areas enable the three prime areas to be strengthened and applied:
- Understanding of the World
- Expressive Arts and Design
We provide a balance of adult-led, adult initiated and child initiated activities, delivered though both indoor and outdoor play. Children are taught both phonics and maths in differentiated teaching groups allowing their teaching to meet their level of development. Skills taught within these sessions are consolidated through both continuous provision and guided activities. Adults are clear of their roles in these sessions as to the amount of involvement they have in an activity and the recording of achievements through observations, notes and photographs.
Wider skills, such as fine and gross motor skills or creative skills, are taught through adult initiated sessions of mixed ability groups and practised in child initiated learning sessions.
The children are given the opportunity to evaluate and recall their work in a variety of ways including during review sessions. This is support by a rich and varied range of continuous and enhanced provision across the unit.
In addition activities are planned for the well-developed Outdoor Learning area to ensure children regularly have access to experiences which support all areas of learning.
Key Stage One and Two – Focus areas
We have three areas we focus upon in our curriculum each year:
Discover – This is a humanities focus, where the majority of the skills and knowledge being taught is through Geography, History and Religious Education.
Explore – The main focus is on Science and Scientific enquiry, building on skills, investigating and problem solving.
Create – Time to get creative and further develop skills, understanding and enjoyment of all arts subjects, such as Music, Art, Design Technology and Drama.
Key features of The Woodfield Curriculum
Key features and drivers which flow consistently through all phases and topics are:
-Details of every subject area within the curriculum
-Core texts (Novel study approach to English)
– E-Safety (Gooseberry Planet Curriculum)
-Enterprise and charity projects
-Collaboration and engagement strategies
-Experiences, opportunities, visits and visitors
-Vocabulary use of 2nd tier vocabulary in all subject areas
-Outdoor learning opportunities
-Learning for Life
-Skills based learning
-Metacognition; understanding themselves as learners
Long Term Overview
Our Long Term Overview shows coverage of Curriculum 2014 across all phases over a two year rolling cycle.
Curriculum Long Term Overview
Medium Term Planning
Medium Term Plans show coverage of all subjects, with the main driver focus topic being in the centre of the plan. Each year the 3 main drivers will be Discover, Create or Explore.
KS1 Medium Term Curriculum Maps
LKS2 Medium Term Planning
UKS2 Medium Term Planning
The Teaching of Phonics.
At Woodfield Primary we use the Read Write Inc (RWI) programme to get children off to a flying start with their literacy. RWI is a method of learning centered round letter sounds and phonics, and we use it to aid children in their reading and writing.
Reading opens the door to learning. A child who reads a lot will become a good reader. A good reader will be able to read more challenging material. A child who reads challenging material is a child who will learn. The more a child learns, the more he or she will want to find out.
Using RWI, the children learn to read effortlessly so that they can put all their energy into comprehending what they read. It also allows them to spell effortlessly so that they can put all their energy into composing what they write.
For pupils who require additional support with phonics, we then use the TELL intervention programme to accelerate their progress or build confidence through small 1:4 teaching.
Pupils making above average progress or who have passed the Phonics Screening Check then start to focus on developing their Spelling and comprehension as well.
The Teaching of Reading – Read to learn and learn to read
It is important that children enjoy reading and are engaged and become immersed in books. All pupils learn to read through being taught the key reading skills within the curriculum, with a focus as well on identifying and teaching Reading Domains to identify question stems and develop their comprehension.
Overview of Reading at Woodfield
As shown in the Reading flow chart, children learn to read through a holistic approach. They have their own individual reading scheme book to take home and move through a range of schemes which are banded and progress is tracked individually. We have a range of reading scheme books, such as Oxford reading Tree, Reading Recovery and phonics based books. Each child also accesses the school library and can take a `reading for pleasure` book home to read.
When pupils reach a Level 30, they become a free reader. In order for children to read a range of texts which are age and ability appropriate, we have a three tier system of Free Readers in each year group which is tracked for individuals.
Teachers model good reading, they select their Novel study quality texts with pupils ensuring that there are cross-curricular opportunities, strong writing focuses and that Spelling, Punctuation and Grammar can be developed through the text too.
We identify Reading Domains and focus on skills using the VIPERS approach, which can be seen on the Teaching and Learning web page.
Alongside their own reading books, novel study and library books, pupils read class topic texts, non fiction texts and poems. Each term the school takes a picture book and performs their narrated story as a whole school, showing progression across the phases.
We ensure coverage of genres and the curriculum through our English working group and update Core texts and Key topic texts before and then after each topic.
27 Behaviour and Inclusion Policy
School Complaints Procedure
The school adheres to the central Rose Learning Trust policy which can be found at:
The Local Governor with responsibility for complaints at Woodfield is: Rosie Baldock
Following a government initiative launched in April 2011, the school is eligible for funding called Pupil Premium, in addition to the main school budget. Pupil Premium funding is available for every child who is registered for Free School Meals or who has qualified for Free School Meals at any point in the previous six years, those who have been in continuous care for six months or more, and children of service personnel. For this academic year, the Pupil Premium funding is £1320 for each eligible child, but the school does not receive this money automatically; parents must apply. If you believe your child fits any of these categories, please let the school know.
The government sees these children as a priority. In many schools, their level of progress and attainment is lower than other children of the same age, and additional funding for their education helps to narrow the gap. Head teachers and school governors decide how Pupil Premium money is spent. The achievement and attainment of these pupils is regularly assessed in comparison with pupils who are not Pupil Premium, and the school is held accountable for the attainment of Pupil Premium pupils by the Ofsted Inspectors.
At Woodfield, our aim is to ensure that our teaching and learning meets the needs of all our pupils, helping all pupils achieve their individual potential. The Pupil Premium funding helps us to ensure that we provide extra provision for our pupils who fall into this group, to assess and address their individual needs.
Our school has a dedicated Pupil Premium Link Governor who regularly monitors the progress and attainment of these pupils, along with the Head Teacher, SLT, Pupil Premium Lead and the Local Governing Body.
“I feel it is important that all children are fully included in the curriculum, to ensure that teaching and learning opportunities meet the needs of all our pupils at Woodfield. As a Governor, along with the senior leadership team and the rest of the Local Governing Body, it is essential that we accept responsibility for children who are in the Pupil Premium group. We are committed to meeting their social, emotional and academic needs within a nurturing environment. However, we recognise that there will be children who don’t qualify for Pupil Premium funding or who are not recognised as socially disadvantaged, and so we sometimes include other children in groups funded by Pupil Premium. This benefits all pupils of Woodfield and helps to ensure that all children who attend our school are fully engaged and included.
Pupil Premium Link Governor
Please click on the links below to view Pupil Premium Strategies and reviews:
PP Strategy 2017 – 2018
Review of PP Expenditure 2017 – 2018
PP Strategy 2018 – 2019
Review of PP Expenditure 2018-2019
PP Strategy Woodfield 2019-20
PE and Sport Premium
Sport Premium Grant Report 2017-18
Sport Premium Grant Report 2018-19
Sports Premium Grant Report 2019-20
SEN and Disability Information
Local Offer 2019-20
SEN Report – 2016-17
SEN Report – 2017 -18
SEN Report 2018-19
SEN Report – 2019-20
12 Keeping Children Safe in Education 2018 Part One
12 Safeguarding Policy 2019
12b Safeguarding Poster
Parent Pamphlet on the Prevent Strategy
Safeguarding children is everyone’s responsibility. If you have any concerns about a child out of school hours, please telephone 01302 737777.
Annual Assessment of Impact of Actions
Governors information and duties
Excellent governance in itself cannot directly improve the quality of teaching or overcome other problems within schools; this is the province of the Acting Head Teacher and professional staff. However, by appropriate challenge and focus on the key issues that restrict improvement, the governing body can identify potential difficulties and ensure that corrective action is put in place. We hope you will agree this is exactly what the Governors at our school undertake.
Please click on the link below to view the membership details of our current Local Governing Body:
Further information on our Local Governing Body can be found on the Information tab.
Charging and Remissions Policy
Charging and Remissions Policy
Values and Ethos
At Woodfield Primary School, we strive to promote an inclusive, child centred approach to learning, where our core values of aspire, create, respect, explore and engage are at the centre of everything we do.
Access to inspiring and motivating learning experiences through first class teaching, ensures everyone is able to achieve their potential in all areas of school life.
Our commitment to social responsibility, honesty and caring for others promotes our aim to be an integral part of the wider community, which values and enriches whilst providing opportunities for all.
Above all we want our school to be a happy and welcoming place where children parents, staff and visitors feel valued for who they are. Where our children believe in themselves just as much as we believe in them.
The Rose Learning Trust
We are a Trust founded on a shared belief that the best interests of children should be at the heart of the future of our schools. Our Trust was founded by the Head Teachers and Governors of two schools who shared this belief and wanted to take the necessary steps to ensure that this was at the forefront of our educational futures.
We believe that all children should have the opportunity to achieve their full potential. Our focus is ensuring that all of our children have the best tools and support to learn and grow in a safe, enjoyable environment. We acknowledge that results are not the full picture. If pupils do not enjoy school or do not gain the life skills to make the most of their qualifications, success might evade them. We aim to provide an environment in which children can develop wholly, not just academically.
We are committed to maintaining the autonomy of our academies. We seek to support and challenge each other to improve the outcomes and life chances of all the children across the communities of the Trust, whilst respecting the aspects of practice that are distinctive to our individual communities.
Our motivation is sustainable, mutually accountable collaboration and school improvement, focusing predominantly on how this will raise standards of teaching and learning for our pupils. With effective collaboration, good practice and the sharing of resources, we aim to broaden the future opportunities of both our pupils and staff.
Our aim is not only to grow our Multi Academy Trust (MAT) successfully but also sustainably. We believe that through quality, not quantity, we can facilitate opportunities for our Trust that can be invested back into the people who will secure our future: pupils and staff.
Currently The Rose Learning Trust Consists of 7 schools:
Richmond Hill Primary Academy (founding Trust school)
Woodfield Primary School (founding Trust school)
Balby Central Primary Academy
Hatchell Wood Primary Academy
Crowle Primary Academy
Owston Primary School
Lakeside Primary School
For more information on The Rose Learning Trust please visit the website:
Alternatively you can write to:
The Rose Learning Trust
c/o Richmond Hill Primary Academy
Tel: 01302 782421
Helen Harrison : Chief Executive Officer
Jeremy Harris : Deputy Chief Executive Officer
The Accounting Officer of the Academy is required to report on Best Value each year as part of the governance statement within the audited accounts.
The purpose of the statement is to provide Accounting Officers an opportunity to demonstrate to parents and the public that the Academy Trusts use of public assets and funds has provided good value for money during the year and to identify opportunities for potential improvement.
Value for Money is about achieving the best possible educational and wider outcomes through the economic, efficient and effective use of all the resources in the Trusts charge.
The financial year for our school now we are an Academy runs 1st September to 31st August each year.
Please see the Rose Learning Trust website for financial information: