Jubilee Wood Primary School

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About Jubilee Wood Primary School

Name Jubilee Wood Primary School
Website http://www.jubileewood.milton-keynes.sch.uk
Ofsted Inspections
Mr Matthew O'Brien
Address 1 Fishermead Boulevard, Fishermead, Milton Keynes, MK6 2LB
Phone Number 01908257810
Phase Academy
Type Academy converter
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 534
Local Authority Milton Keynes
Highlights from Latest Inspection

What is it like to attend this school?

The school is a vibrant, diverse and close-knit community where staff and pupils feel valued and appreciated. Pupils have a profound sense of their responsibility to others. Their thoughtful care towards others is reflected in the positive actions they take.

For instance, pupils collect donations for the food bank, raise funds for charities and sing to the residents at the local care home.

Pupils feel safe and happy. Leaders have high expectations of behaviour.

Staff quickly address any incidents of bullying. Pupils trust that staff will help them deal with their worries. Pupils say that the 'worry boxes' are a good way to raise any concerns they may have..../>
They understand the importance of a balanced diet and exercise. At lunchtimes, pupils make their own healthy sandwiches in the dining hall.

Children in the early years chat happily with their friends as they explore the stimulating environment that leaders have created.

Older pupils take their responsibilities seriously, such as being members of the school council, playtime buddies, library monitors and house captains. They enjoy learning new hobbies. Pupils particularly like the cheerleading, sewing, graffiti art, chess and cooking clubs.

They work with a beekeeper to look after beehives in the area.

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

Leaders have designed an ambitious and well-planned curriculum. They have ensured that it is carefully sequenced so that pupils' learning builds from the early years.

The curriculum is enriched with opportunities which bring pupils' learning to life. For example, pupils visit the farm, museums, art galleries and places of historical significance.

Leaders provide effective training for staff.

Staff also work collaboratively to share expertise within the trust. In English and mathematics, teachers use their strong subject knowledge to ensure that pupils, including children in early years, learn and remember the essential knowledge well. However, not all teachers' subject knowledge is as strong in some of the other subjects, which means pupils do not achieve as well as they could.

Leaders are addressing this.

Leaders have created a positive culture of reading. Their vision that 'everyone reads at Jubilee Wood' means that children in early years are introduced to phonics from the word go.

Staff use their expert training to deliver the well-sequenced phonics programme effectively. The books that pupils read help them practise the sounds they are taught. Pupils who fall behind in their reading receive timely support to help them catch up quickly.

Pupils' love of reading is palpable. Leaders have ensured that pupils have a wide and diverse range of books to read. Pupils enjoy sharing and recommending books for others through the 'book swap' programme that they organise and run.

Leaders accurately identify the needs of pupils with special educational needs and/or disabilities (SEND). They have put appropriate plans in place. These help teachers to provide resources and activities that are well matched to the needs of these pupils.

Leaders work well with a range of external agencies to make sure that pupils with SEND have the support they need to achieve their potential.

Pupils' personal development is first class. The notable experiences the school provides are no bolt-on.

Instead, they are intricately woven into the curriculum. These opportunities enable pupils to express themselves confidently and respect different perspectives from their own. Pupils are caring, principled and open-minded.

Leaders begin teaching these attributes in the early years. Pupils use their democratic voice to influence change purposefully. For instance, pupils raise community awareness of the impact of litter on climate change.

They also work with the local council to ensure that the areas outside the school gates are family-friendly. Another example is how pupils have put plans together to install a community fridge and a defibrillator on the school site. Pupils talk maturely and knowledgeably about fundamental British values.

One pupil said: 'Everyone has the right to make their own choices. The important thing is that everybody is treated fairly.' Pupils are well prepared for life in modern Britain.

Trustees understand their role well. They challenge leaders rigorously, for instance in developing teachers' expertise in subjects other than English and mathematics, to ensure that pupils experience a well-rounded education and achieve well. Leaders and staff appreciate the specialist network support and training they receive from the trust.


The arrangements for safeguarding are effective.

Leaders ensure all staff receive regular safeguarding training. This helps staff to identify any concerns.

There are systems in place that all staff know and understand. Leaders respond to concerns in a timely fashion. They work well with other agencies to meet the needs of children and their families.

This makes sure pupils are safe. Leaders' work to make sure that pupils know how to keep themselves safe is strong. Pupils know how to stay safe online and when out in the community.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some teachers' subject knowledge is not as strong in the foundation subjects as it is in English and mathematics. Leaders need to continue the work already started to make sure that all teachers have the necessary subject knowledge to teach well across the curriculum. This will ensure that pupils' achievement improves further.

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