Jubilee L.E.A.D. Academy

Inspection of a school judged good for overall effectiveness before September 2024: Jubilee L.E.A.D. Academy Highwood Avenue, Bilborough, Nottingham, Nottinghamshire NG8 3AF

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Outcome

Jubilee L.E.A.D. Academy has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

The head of school is Ross Brooks. This school is part of L.E.A.D. Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Diana Owen, and overseen by a board of trustees, chaired by Andy Buck. There is also an executive headteacher, Nicola McIntyre, who is responsible for this school and two others.

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What is it like to attend this school?

From the moment that you enter the school, it is clear that this is a nurturing place to learn, where pupils flourish. Pupils know that staff care deeply about their well-being. Pupils feel safe. They model the school’s ‘bright’ values, which include being brave, resilient and industrious. They celebrate the rich diversity of the school community and say with pride that ‘everyone is welcome here’.

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What is it like to attend this school?

The school has high expectations of pupils’ conduct and success. As a result, pupils behave consistently well in lessons and around the school. They strive to earn raffle tickets for trying their best. Older pupils are excellent role models and take pride in helping their younger peers around the school. Pupils, including those with special educational needs and/or disabilities (SEND), work very hard and achieve well.

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What is it like to attend this school?

There is a wealth of opportunities for pupils to take on roles of responsibility. These help pupils to develop their leadership skills. Particular favourites include the ‘job shop’ leaders who maintain a wonderful selection of prizes that pupils can earn. Prefects and playleaders ensure that playtimes are harmonious and fun. Pupils enjoy a wide range of activities. For example, they participate in ‘Jubilee’s Got Talent’, when they showcase their talents and skills. 23 and 24 April 2025

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

The school has meticulously designed a bespoke curriculum to suit the needs of its pupils. The curriculum sets out the important knowledge and skills that pupils will learn and when. This helps staff to know what pupils have learned previously. Children in the early years are provided with the skills and knowledge they need to access further learning when they join key stage 1.

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

Teachers have good subject knowledge. They explain and model learning clearly. However, sometimes, the checking of pupils’ work is inconsistent. This means that, on occasion, staff do not pick up on pupils’ mistakes and misconceptions as quickly as they might. Staff provide opportunities for pupils to practise and use new vocabulary. Pupils, including those with SEND or who speak English as an additional language, are articulate when explaining their learning.

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

Reading is a top priority here. Staff ensure that pupils develop a love of reading. Skilled and well-trained staff deliver the phonics programme well. Pupils who are new to English or to the school are supported effectively to become fluent readers. The books that pupils read help them to practise the sounds they have learned. If any pupils fall behind, they quickly get the right support to catch up. Children begin to learn to read as soon as they start in the early years. They receive a strong start to their education. The school has carefully created an environment that helps children practise and develop their language and number skills.

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

Pupils with SEND have their needs accurately identified. The school provides the precise support that these pupils need. The school has developed an internal resource provision for pupils who require a more individualised approach to meet their high levels of need. Pupils in ‘The Nest’ receive bespoke support from staff who have the expertise necessary to meet these pupils’ needs. Pupils in this provision thrive.

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

Pupils’ attitudes and behaviour are very positive. This starts from the Reception Year when children learn to follow routines, share and take turns. Pupils who need extra help to manage their behaviour receive appropriate and effective support. The school leaves no stone unturned in its quest to maintain good attendance. It works alongside parents and carers to identify barriers to attendance. Pupils attend well.

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

Pupils’ personal development is a strength of the school. They speak with maturity and respect when discussing difference and diversity, stating, ‘It does not matter who you are, we treat everyone equally here.’ Pupils learn about fairness and the rights of others, demonstrated by their visit to The Houses of Parliament to ask for help in the local community. The school’s ‘pupil passports’ ensure that pupils receive a wealth of wider experiences. From visits to sports stadiums to singing in the local arena, pupils’ learning is strongly enriched. Pupils love their ‘jobs’ in school. They make valuable contributions to school life, for example, litter picking, maintenance of the school bicycles and making important budget decisions on prizes to purchase for the ‘job shop’. Pupils learn the importance of money management by earning and saving their ‘Jubilee pounds’. 23 and 24 April 2025

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Since its last inspection, the school has gone from strength to strength. Governors and trustees have effective oversight of the school. Staff are proud to work here. They value the consideration given to their workload and well-being. Parents are overwhelmingly positive about the school, describing it as a ‘fantastic and amazing’ place to be.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Sometimes, pupils’ misconceptions are not corrected and checks on pupils’ learning are not consistent across the school. Consequently, pupils’ learning is sometimes not as secure as it could be. The school should ensure that mistakes and misconceptions in pupils’ learning are checked consistently and resolved so that pupils achieve as well as they could.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged good for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in January 2020. 23 and 24 April 2025

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How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

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

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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' is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school's pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked-after children (children in local authority care) and/or children who left care through adoption or another formal route). 23 and 24 April 2025

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School details

Headteacher Nicola McIntyre (executive headteacher) Ross Brooks (head of school) Website www.jubilee.nottingham.sch.uk

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School details

Dates of previous inspection 8 and 9 January 2020, under section 5 of the Education Act 2005

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Information about this school

 The school is part of L.E.A.D. Academy Trust.  The school runs a breakfast and after-school club.  The school does not use any alternative provision.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the school and has taken that into account in this evaluation of the school. 23 and 24 April 2025

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 The inspector met with the executive headteacher, the head of school and other leaders. They also spoke with the chair of the governing body and representatives of the trust.  The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  The inspector observed some pupils reading to a familiar adult.  The inspector observed pupils’ behaviour in lessons and around the school site.  To evaluate the effectiveness of safeguarding, the inspector: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The inspector considered the views of parents through their responses to Ofsted’s online survey for parents, Ofsted Parent View. The inspector spoke to staff about their

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workload and well-being and took into consideration responses to Ofsted’s online staff survey.

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Inspection team

Kirsty Norbury, lead inspector His Majesty's Inspector 23 and 24 April 2025

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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 looked-after children, safeguarding and child protection.

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