Jubilee Park Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to attend their school. They are happy, confident and very smiley. Pupils are very keen to help others whenever they can.

They display good manners. Pupil say they feel safe because their teachers care for them. Inspectors agree with this wholeheartedly.

Pupils say, 'It is an amazing school because the teachers help us to learn new things every day.'

Leaders and staff want every pupil to do their very best in all areas of school life. Pupils rise to these high expectations.

Leaders' plans are underpinned by the school's values, which pupils know well.

There is a calm atmosphere around the school. Pupils appreciate this.
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In lessons, nearly all pupils listen to their teachers and focus well on their work. Pupils like working in pairs and in groups because they enjoy learning together.

Pupils have a clear understanding of the different types of bullying.

They say it does not happen very often. When it does, they speak to a trusted adult, who deals with it immediately and effectively.

The vast majority of parents are positive about the school.

They value the level of care that their children receive. Parents appreciate how well the school communicates with them.

What does the school do well and what does it need to do better?

When children join the Nursery and Reception classes they settle quickly.

This is because teachers get to know the children and their families before they start school. Children are taught to listen and follow routines from the first day in school. This helps them to learn.

Teachers make learning interesting and children learn lots of new things every day. Activities build on what children already know. Caring relationships exist between staff and children.

Children are happy and confident to share their learning with adults. The early years classrooms and outdoor areas are colourful and well resourced. This supports children's learning well.

In most subjects, including English and mathematics, the curriculum is well ordered. Curriculum leaders have planned these subjects well. Teachers are clear about what to teach and when to teach it.

Lessons build on what pupils have learned in the past. Pupils remember what they have been taught and they use this to help them learn new things. As a result, pupils' knowledge and skills continue to develop over time and they achieve well.

In a small number of subjects, including geography and modern foreign languages, this is not the case. Therefore, pupils are not achieving as well as they could in these areas. Currently, leaders with responsibility for these subjects do not have the essential skills, and in some instances the required subject knowledge, to develop their subject area.

Teachers plan work that is interesting and enjoyable. Teachers have good subject knowledge in most areas of the curriculum. They structure lessons so that pupils can cope with increasingly difficult work.

Teachers make sure that work is closely matched to the needs of all pupils. As a result, pupils complete their work independently, with an appropriate level of support. Teachers and learning support staff use questioning well.

This helps pupils to explain and deepen their understanding and learning.

The teaching of reading is a whole-school priority. From the very start, children and pupils develop their reading skills well.

This is because teachers and learning support staff have been well trained and teach phonics successfully. They provide effective extra help for any pupils who are falling behind. Leaders are continuing to work on new ways to raise the profile of reading across the school to encourage pupils to read more.

Pupils with special educational needs and/or disabilities (SEND) achieve well. They are fully included in all aspects of school life. Staff are well trained to support pupils with SEND.

Staff provide extra support when required, without doing the work for the pupils.

Pupils have a strong sense of what is right and what is wrong. They understand the consequences of their actions.

Pupils have a growing understanding of different religions and cultures. They are accepting of each other and others' differences.

Staff organise trips, clubs and special events.

However, leaders are keen to extend these further to provide pupils with a broader range of experiences. Parents would appreciate this. Pupils learn about healthy eating and the importance of exercise from an early age.

Older pupils know how to keep themselves safe online.

Senior leaders continue to work hard to improve the school. They are supported effectively by those responsible for governance.

Staff value the training they have received. They say it helps them to do their job better. Staff agree that leaders are considerate of their well-being and keep workload to a minimum.

Safeguarding

The arrangements for safeguarding are effective.

Pupils' safety is the school's highest priority. All staff, including safeguarding leads, receive suitable regular training and updates.

As a result, staff know exactly what to do if they have a concern about a pupil's welfare. Staff are aware that safeguarding is the responsibility of everyone. When required, the school works with external agencies to provide extra help and support for pupils.

Leaders check staff's suitability to work with children before they start to work at the school. Pupils understand how to keep themselves safe in a range of situations, in school and out of school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

The school's curriculum is designed effectively in most subjects, including English, mathematics and many foundation subjects.

However, in a small number of subjects, including geography and modern foreign languages, the curriculum is not as well developed. Consequently, pupils do not achieve as well as they could in these subjects. For this reason, the transition arrangement has been applied in this case.

The school needs to build on the work already started to develop these aspects of the curriculum further. These subjects need to be clearly planned, sequenced and ordered to build on pupils' knowledge and skills over time. .

In the areas of the curriculum that are not as strong, leaders do not currently have the necessary skills, and in some instances the required subject knowledge, to lead their curriculum areas effectively. The school needs to ensure that these curriculum leaders have the capability to plan, implement and monitor an effective curriculum. Curriculum leaders also need to develop the subject knowledge of all staff in these subject areas.