Jubilee Primary School

Draft and confidential - Not for disclosure or publication Inspection of Jubilee Primary School Filey Avenue, London N16 6NR

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good Early years provision Good Previous inspection grade Outstanding

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Overall effectiveness Good

The school was last inspected 15 years ago and judged ‘Outstanding’ under a previous inspection framework. This reflected the school’s overall effectiveness under the inspection framework in use at the time.

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Overall effectiveness Good

From then until November 2020, the school was exempted by law from routine inspection, so there has been a longer gap than usual between inspections. Judgements in this report are based on the current inspection framework and also reflect changes that may have happened at any point since the last inspection. 28 and 29 June 2022

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What is it like to attend this school?

The school is welcoming and happy. This is because the values of respect, excellence, and friendship are embedded. Parents and carers are positive about the school’s work. They appreciate the care and support staff provide for their children. They also value the progress their children make.

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What is it like to attend this school?

Leaders strive to ensure that all pupils gain deep and broad knowledge. For example, leaders increased the amount and range of literature pupils read. They make sure pupils read often, including books written by a diverse range of authors.

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What is it like to attend this school?

Everyone has the highest expectations of behaviour. Pupils behave maturely and are well looked after by kind, encouraging adults. Staff teach pupils about equality and diversity. They encourage pupils to value difference. Professional relationships between pupils and their peers, as well as with adults, are excellent. Pupils are safe. They feel confident that there are adults in school they can speak to if they have any concerns. Leaders deal effectively with bullying, should it occur.

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What is it like to attend this school?

Pupils broaden their horizons through the wide range of clubs and activities on offer. These include karate, art and fencing, for example. They relish taking on responsibilities such as being prefects or school councillors. They are proud to represent their school in sporting competitions. Pupils said they enjoy performing for their classmates in musical concerts.

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better?

Leaders endeavour to create an ambitious curriculum, which meets pupils’ needs. Leaders ensure that pupils with special educational needs and/or disabilities (SEND) receive timely support. There are appropriate systems in place to identify, assess, and plan to meet the needs of pupils with SEND. Staff make adaptations to their teaching and resourcing, and leaders review support plans regularly. These processes help pupils with SEND to access the same knowledge as their peers.

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better?

In most subjects, leaders have thought carefully about the crucial knowledge pupils need to learn and when. The identified chunks of knowledge are organised in a logical way. This enables pupils to build on what they have already studied. Leaders’ thinking also incorporates the essential subject knowledge that children in the early years will need to master. This prepares pupils well to build on their prior knowledge when they enter Year 1. For example, staff in early years model good use of language and speak a lot with children. This extends children’s literacy skills and expands their vocabulary. Staff use mathematical resources to help children practise basic number skills effectively. These prepare children well to build upon and deepen their knowledge of literacy and numeracy from the start of Year 1. However, this thinking and planning is still a work in progress in a few subjects. In those subjects,

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better?

children do not deepen their knowledge as much as they could. 28 and 29 June 2022

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Teachers have the expertise to present knowledge clearly. They check what pupils know and remember. They use assessment information to identify any knowledge gaps or misconceptions. Teachers give useful feedback to pupils and adapt their teaching to address gaps and misconceptions. They also build in regular opportunities for revision. This supports pupils to retain key knowledge in their long- term memories.

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Children in the early years get off to a flying start in learning to read. Staff are well trained to teach phonics and do so with precision. Pupils read books matched to the sounds they know. Teachers quickly provide extra phonics sessions for those who need to catch up. This includes pupils who join the school part way through their primary education. As a result, pupils gain confidence and read with fluency and expression. Staff encourage pupils to read for pleasure. Pupils read a wide range of books. Teachers captivate pupils by making story time engaging. Pupils spoke enthusiastically about the different books and authors they read. They enjoy the challenge of becoming ‘word millionaires’ by reading more and more books.

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Pupils’ attitudes towards learning are exemplary. Children in the early years enjoy finding out new things. They persevere when completing activities designed to spark their curiosity. For example, children carefully handled millipedes that they found, fascinated by how they felt and looked in their hands. Pupils listen attentively in class and work very hard. These positive attitudes contribute well to pupils’ achievements.

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Leaders seek to equip pupils with the skills and attitudes needed to make a positive contribution to the school and wider society. They also provide pupils with a wide range of enrichment activities outside of the classroom. For example, visits to Cambridge University aim to raise pupils’ career aspirations. Visiting speakers raise pupils’ awareness of important issues such as global warming. Pupils spoke with passion about how they plan and carry out fundraising for the school. Leaders track which pupils participate in the wide range of opportunities available. They make sure the most disadvantaged pupils do not miss out.

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Staff are proud to work at the school. They said that leaders engage with them effectively and take into account their well-being and workload. Leaders ensure that teachers have the necessary support to undertake their roles. This includes those that are new to the profession.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders and governors make sure the care and safety of pupils are a high priority. Leaders follow the proper procedures for vetting candidates’ suitability to work with pupils.

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Safeguarding

Staff have been thoroughly trained to understand their role in keeping pupils safe. They know how to identify signs that pupils may be at risk from harm. Staff refer 28 and 29 June 2022

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any concerns they have promptly. Leaders quickly secure the help pupils need to support their safety and welfare.

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Leaders are persistent in their work with external agencies where responses take too long. Pupils are taught about risk, how to form healthy relationships and to stay safe, such as online.

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(Information for the school and appropriate authority)

 In a few subjects, leaders have not thought carefully about the essential knowledge they want pupils to know and remember from early years to Year 6. This means that in those subjects, pupils do not build securely on their previous knowledge and achieve as well as they could. Subject leaders should identify the key knowledge they want pupils to know and remember, building carefully from the start of early years to Year 6.

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(Information for the school and appropriate authority)

The Department for Education has further guidance on how to complain about a school.

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(Information for the school and appropriate authority)

If you are the school and you are not happy with the inspection or the report, you can complain to Ofsted .

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Further information

You can search for published performance information about the school.

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Further information

In the report, 'disadvantaged pupils' refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 28 and 29 June 2022

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School details

Inspection number 10211833 Type of school Primary

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 23 November 2007, under section 5 of the Education Act 2005

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Information about this school

 The governing body runs before-and after-school provision on the school site.  Leaders do not use any alternative provision.

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Information about this inspection

The inspectors carried out this inspection under section 5 of the Education Act 2005.

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Information about this inspection

 This was the first routine inspection the school has received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors held discussions with the headteacher, senior leaders, the school’s co- ordinator for the provision for pupil’s with SEND and other staff. The lead inspector met with members of the governing body and a representative from the local authority.  Inspectors carried out deep dives in these subjects: early reading, science, history, music and physical education. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to 28 and 29 June 2022

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teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. An inspector listened to pupils reading to a familiar adult. Inspectors also considered other subjects as part of the inspection.  To evaluate the effectiveness of the school’s arrangements for safeguarding, inspectors reviewed school policies, procedures and records. The lead inspector met with the leader with responsibility for safeguarding. Inspectors also spoke with staff, members of the governing body and pupils about the school’s approach to keeping pupils safe.  Inspectors met formally with groups of pupils and spoke to others informally throughout the inspection.  Inspectors observed pupil’s behaviour in lessons and around the school.  Inspectors reviewed a range of school documentation, including minutes of governing body meetings, the school’s self-evaluation, planning documents, records of behaviour, attendance and external reviews.

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 Inspectors spoke with parents at the beginning of the school day and visited before- and after-school clubs.  Inspectors considered the responses to Ofsted’s online surveys for parents, pupils and staff.

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Inspection team

Rebekah Iiyambo, lead inspector Ofsted Inspector

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Inspection team

Rekha Bhakoo Ofsted Inspector 28 and 29 June 2022

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for children looked after, safeguarding and child protection.

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