Jubilee Primary School

Jubilee Primary School

Address: Crowden Way, Thamesmead, London, SE28 8JB Unique reference number (URN): 145071

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Most pupils develop secure skills and knowledge in reading, writing and mathematics that they need for their future learning. They also build typically secure knowledge across the wider curriculum. Pupils make progress across the curriculum, and regular checks help leaders understand how well pupils are learning.

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Achievement Expected standard

While published outcomes show that pupils, including disadvantaged pupils, achieve broadly close to national averages, performance varies between subjects and cohorts. Although there is a marked improvement in the Year 1 phonics outcomes in 2025, pupils’ fluency in phonics and multiplication facts has not been consistently secure over time. Pupils are beginning to receive more effective support to address gaps in their learning and knowledge.

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Achievement Expected standard

Overall, pupils are typically well prepared for their next steps in education.

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Attendance and behaviour Expected standard

Pupils' attendance is in line with their peers nationally. Most pupils attend regularly and on time. Leaders continue to prioritise securing higher attendance rates for all pupils. Leaders track absence carefully and provide practical support where families face barriers. Leaders have recently introduced a wide range of initiatives to improve attendance further. This is showing a positive impact this academic year. However, too many pupils remain persistently absent, and leaders need to do more to secure lasting improvement.

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Attendance and behaviour Expected standard

Leaders have created a culture where staff know pupils well and care for them effectively. Leaders have established clear routines and expectations that staff apply consistently. From the start in the early years, children quickly understand the rules, routines and high expectations. Pupils are highly respectful of one another and understand how everyone is different. Pupils behave well across the school day. They take pride in earning 'Olympic rings' for their class. Pupils demonstrate positive attitudes to learning and behaviour across the school. Bullying and discrimination are rare. When incidents occur, leaders act swiftly to support the wellbeing of those involved.

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Curriculum and teaching Expected standard

Leaders have designed a broad and ambitious curriculum. Leaders keep the curriculum under careful review and refine it when necessary. Pupils with special educational needs and/or disabilities learn alongside their peers because leaders make appropriate adaptations to the curriculum.

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Curriculum and teaching Expected standard

In each subject, pupils learn important knowledge in a carefully planned sequence. Pupils develop secure foundations in reading, writing and mathematics. Younger pupils learn to read through a well-structured phonics programme that has been refined over time. Pupils generally read books that match the sounds they know. Pupils who fall behind receive additional practice. Pupils develop their vocabulary and express their ideas with increasing precision as they progress through the curriculum. Teaching follows a clear approach to developing pupils' writing skills, although the expectations for handwriting and presentation are not always consistent. Leaders’ current actions to address this are well chosen, but some pupils do not have sufficiently secure writing accuracy and fluency.

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Curriculum and teaching Expected standard

Teachers typically have secure subject knowledge and explain new content clearly. For example, in mathematics, teachers provide clear explanations, and pupils have many opportunities to develop their mathematical fluency. Across the curriculum, pupils have the opportunity to apply important knowledge and explain their thinking, which deepens their understanding.

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Early years Expected standard

Children get off to a positive start in the early years. They make secure progress and are well prepared for Year 1. Leaders and staff ensure they get to know children and their families as early as possible, and this helps them to make appropriate decisions based on the needs of children. Staff ensure that children feel happy and well cared for. They identify additional needs promptly and adapt the provision appropriately. Staff establish warm relationships and clear routines, helping children to feel safe and become independent. Typically, staff provide high-quality interactions that help children learn effectively. However, on occasion, staff do not use these interactions precisely enough to address gaps in understanding or deepen children's learning.

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Early years Expected standard

Children develop secure communication and language skills, alongside their personal, social and emotional development, through a well-designed curriculum. Leaders ensure that staff provide careful support for children whose language skills are less developed. Reading is prioritised. Children have frequent opportunities to read and share stories throughout the day. Phonics is generally taught well. There is also a sharp focus on securing children's basic skills in early writing and number. Children have many opportunities to write and develop good habits through embedded routines to develop their coordination and early handwriting grip. Children have many opportunities to practise their counting skills, for example by counting out loud in time with physical movements.

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Inclusion Expected standard

Leaders ensure that the school promotes a culture of inclusion. Leaders are ambitious for pupils and have established effective systems to identify additional needs and/or barriers to learning. Pupils who struggle with their learning and/or wellbeing receive effective support within the school's nurturing environment. Staff provide suitable academic and pastoral support. They work with families and external professionals to build an accurate understanding of pupils' barriers that prevent them from being successful. This begins as soon as children join the school in the early years.

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Inclusion Expected standard

Teachers make reasonable adjustments so that pupils can access the curriculum alongside their peers. Leaders ensure that staff review pupils' learning across subjects. Staff use this information to provide targeted support. However, on occasions, staff do not tailor support precisely enough to meet pupils' needs. Well-considered training helps staff have the expertise needed to support pupils. They confidently use a range of approaches, such as visual resources and structured routines. Disadvantaged pupils receive effective support through the targeted use of additional funding. Pupils with special educational needs and/or disabilities and those known or previously known to children’s social care generally participate fully and make secure progress from their starting points.

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Leadership and governance Expected standard

Leaders base their actions on the school's values. Leaders work with all stakeholders to develop an effective sense of community. Staff and pupils live out the school's vision 'to be the very best version of ourselves’. Leaders, including those responsible for governance, have an accurate understanding of the school's strengths and priorities. They use a range of mechanisms to assure themselves of the school’s strengths and weaknesses. Trustees and governors fulfil their statutory duties effectively. They have a firm focus on safeguarding, inclusion and equity for all pupils.

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Leadership and governance Expected standard

Leaders and the trust have responded appropriately to areas for improvement. Leaders are tenacious in their approach to school improvement so that pupils can thrive. They have rightly prioritised curriculum, teaching and inclusion. For example, leaders use their detailed knowledge of the school to further develop aspects of teaching practice. They are also aware of the importance of high attendance and how swiftly addressing absence will benefit more pupils to access all the school has to offer.

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Leadership and governance Expected standard

Leaders provide effective professional learning opportunities for staff. They use expertise from other schools within the trust. Leaders communicate whole-school priorities clearly, enabling everyone to understand their role in making the school successful. Leaders trust staff and care for their wellbeing. Leaders typically consider staff workload when making decisions. As a result, staff are happy and enjoy working here.

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Personal development and wellbeing Expected standard

Leaders have established a coherent and age-appropriate relationships education and personal development programme. This broadens pupils' understanding of themselves, others and the world around them. Pupils successfully develop their confidence and resilience to try new things. Leaders have strengthened teaching about healthy relationships in response to local concerns and to challenge stereotypes, including, for example, beliefs that girls should not play football. Pupils develop their understanding of the fundamental British values. Pupils understand right and wrong, respect for other beliefs, and engage thoughtfully with issues such as equality and gender stereotypes. Pupils are clear that difference is something to be celebrated. Pupils respect all forms of diversity.

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Personal development and wellbeing Expected standard

Pupils know how to stay safe outside of school, including when crossing roads and while using the internet. They understand how to keep themselves physically and mentally healthy. For example, pupils confidently use breathing techniques to help them to stay calm both in and outside of school. Pupils share their worries by talking to peers, to staff and using ‘worry boxes’ that are in classes. Pupils have a supportive network around them. Leaders provide a variety of experiences and external speakers for pupils to enjoy, for example trips to London and visits from theatre groups and the police. Pupils enjoy taking part in a range of extra-curricular clubs. Leaders have sought pupils' views to provide opportunities that interest them, for example 'anime and manga clubs' as well as additional girls' football opportunities. Leaders track attendance at these clubs to ensure that pupils, including those who are disadvantaged, participate fully and can develop their talents and

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What it's like to be a pupil at this school

Pupils are happy and feel that they belong at this welcoming and inclusive school. They feel safe and trust staff to help them if they are worried. Bullying occurs rarely, and staff address any incidents swiftly. Pupils build positive, respectful relationships with staff who know them well and recognise any barriers to learning they may have. Pupils who arrive at different points of the school year quickly develop a sense of belonging and feel cared for and supported. Pupils know that staff listen to their views and value their opinions. Pupils understand the school's routines and behave well in lessons and at social times.

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What it's like to be a pupil at this school

Most pupils attend regularly. However, a small group, including some disadvantaged pupils, miss too much education. These pupils are beginning to attend more regularly because barriers to attendance are being addressed, although attendance for this group remains too low.

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What it's like to be a pupil at this school

Pupils gain secure knowledge across a broad range of subjects. Pupils develop a love of reading and deepen this through the pupil-led library provision. 'Pupil librarians' support younger pupils to read and enjoy stories and lead the 'magic book shop', which gifts books to children. Pupils in the early years benefit from a range of opportunities both in and outside of the classroom. Younger children develop secure basic skills, especially in early reading, writing and mathematics. Some older pupils do not yet demonstrate consistently secure handwriting and presentation skills, although standards continue to improve.

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What it's like to be a pupil at this school

Pupils value the range of activities, visits and leadership roles that support their learning and broaden their experiences. For example, 'oracy champions' support pupils' language skills and help them to explain their learning, and members of the school Parliament contribute to school improvements such as changing menu options at lunchtime and securing additional equipment for lunchtimes.

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Next steps

Leaders should continue to strengthen curriculum implementation so that teaching consistently addresses pupils' needs and gaps in learning, supports pupils to build deep knowledge and skills, and enables older pupils to write fluently and accurately. Leaders should further strengthen their attendance strategies, including with external agencies, so that persistent absence reduces and more pupils attend school regularly.

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 14 July 2026

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About this inspection

This school is part of Trinitas 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), Simon Godden, and overseen by a board of trustees, chaired by The Venerable Dr Paul Wright.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMI.

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About this inspection

Inspectors spoke with the principal, senior leaders, the CEO, an executive leader from the trust and those responsible for governance during the inspection. They also spoke with a representative from the local authority.

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About this inspection

The school has been part of Trinitas Academy trust since October 2017.

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About this inspection

The school currently uses no alternative provision.

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About this inspection

Principal: Evonne Wallace The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational needs support at the school.

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What does this mean?

Based on the English indices of deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2024/25 (final) 57% 62% Close to average

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average

2023/24 (final) 58% 61% Close to average

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average

2022/23 (final) 56% 60% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2024/25 (final) 71% 75% Close to average

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average

2023/24 (final) 75% 74% Close to average

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average

2022/23 (final) 69% 73% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2023/24 (final) 75% 72% Close to average

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average

2022/23 (final) 67% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 69% 73% Close to average

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average

2022/23 (final) 67% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2024/25 (final) 50% 47% Close to average

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average

2023/24 (final) 47% 46% Close to average

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average

2022/23 (final) 56% 44% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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average

2024/25 (final) 70% 63% Close to average

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average

2022/23 (final) 67% 60% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2022/23 (final) 67% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 60% 61% Close to average

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average

2023/24 (final) 65% 59% Close to average

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average

2022/23 (final) 61% 59% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (3 term) 5.4% 5.2% Close to average

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national average

2023/24 (3 term) 5.2% 5.5% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2023/24 (3 term) 12.7% 14.6% Close to average

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national average

2022/23 (3 term) 16.9% 16.2% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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