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School Name

Jubilee Primary School


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Strategic Plan



Overarching Aim



Leadership and Management

Ensure that all Leaders demonstrate an accurate understanding of the school’s effectiveness and utilise this knowledge to keep the school improving, by focusing on the impact of actions in key areas.

The school is appropriately resourced with sufficient staff employed in management, teaching and support roles, having a well-designed approach to the professional development of teachers and other staff.

SEF indicates that school leaders possess an accurate understanding of the school’s strengths and weaknesses and are actively addressing all priorities to improve the school, through empowering and developing staff.

To empower all staff to develop and excel through CPD, networking and active participation in invaluable research

Leaders are proactive in working alongside staff, sharing best practice, drawing on and conducting relevant research and robust data analysis to improve outcomes for all pupils

Governance roles and responsibilities - continue to develop high levels of governance to provide appropriate support and challenge.


To provide strategy and direction.


Transition into a MAT governance arrangement with a MAT Board and school Local Advisory Boards.


Strong governance supports the school strategy and holds the Headteacher to account for pupil, staff and financial performance.


The MAT grows with innovative approaches to leadership and governance within and beyond JPS.

Pupil Outcomes

To set a culture of high expectations and pupil outcomes.

To improve pupil outcomes by raising standards and improving progress so that differences are diminished between vulnerable groups across all areas of the curriculum.


Assessment outcomes are monitored and evaluated with clear feedback provided to improve teaching and learning strategies.

Ambitious standards for all pupils are set and expected, with staff understanding the impact they should have on pupil outcomes.


The effectiveness of assessment practices are developed and enhanced to ensure accuracy of formative and summative assessment to secure pupils’ progress.

Teaching and Learning

To ensure that all pupils have access to the core academic subjects that unlock opportunity.


To enable access to the whole curriculum for every pupil, to cater for the variety of learning styles within each class and to ensure progression and reinforcement of skills and concepts, we employ a variety of teaching styles that support language development to personalise and meet the needs of our learners.

To ensure that language skills are developed and used across the whole curriculum and to promote the personal development of every pupil, by providing them with an equal opportunity to develop their skills in speaking, listening, reading and writing.


Through a focus on research and development, we aim to develop a professional body of knowledge and expertise which will impact on pedagogy and practice across the school and other schools that we work with. It will provide staff with the subject knowledge and the expertise to promote skills of collaboration, communication, creative thinking, critical thinking and problem solving.


To enable all pupils to develop an understanding of the nature, structures and conventions of language and the skills required to develop their full potential in understanding language.         


To ensure that pupils acquire a deep, long-term secure and adaptable understanding of Mathematics through the Maths mastery approach. To develop the quality of provision across the curriculum so that there is clear progression across year groups.


Assessment and reporting systems are consistent and rigorous throughout the school in ways that demonstrate progression in all areas of the curriculum.

The curriculum is accessible to all pupils based on sound pedagogical practice in the development of language skills.


A culture of drawing on and conducting relevant research, through innovative approaches, sharing best practice and harnessing findings to create a self-improving school system is established.


Outcomes in Grammar are improved, thus having a wider impact on writing across the curriculum.


Children develop confidence and competence in Mathematics, developing skills for the future.


The curriculum is implemented through well taught and appropriately sequenced content.


The assessment practice is thoughtfully designed and there is an appropriate model of progression.

Personal Development, Behaviour and Welfare

To ensure pupils have the values, skills and opportunities to make a positive contribution to their local and global community

To embed and enhance the core values and promote the faith ethos.


To improve independence and behaviour for learning.


To use assertive mentoring to develop metacognition and self-regulation to ensure that pupils reach their full potential in all areas of the curriculum.


Metacognition and self-regulation: teaching children strategies to motivate themselves and evaluate their own learning.


Safeguarding is highly effective. Leaders and managers have created a culture of vigilance where pupils’ welfare is actively promoted.


To improve whole school attendance.

The culture of the school is child-centred and supports pupils and teachers to become confident, responsible, reflective, innovative and engaged.


Pupils are empowered to take responsibility for their own learning.


Pupils are involved in their target setting and have greater understanding and ownership of their own targets.


Pupils know exactly what stage they are working at and what they need to do to improve their learning.


The school is a safe and calm environment for all pupils and staff, with a focus on safeguarding all pupils.


The school has rigorous systems and structures to ensure improved attendance.

Early Years Foundation Stage

To enhance outstanding practice across EYFS provision.

To develop excellent EYFS recording and assessment procedures.


Provide a language rich environment across the foundation stage to support and develop the language acquisition of all pupils.


To provide rich learning experiences to support children in developing their understanding of the world. 


To further develop parent’s engagement, particularly for assessment use in the area of technology.


Excellent assessment practices support the accurate and productive use of assessment.

Online assessment and monitoring systems are shared with parents, allowing them access to their child’s progress.


Early language acquisition is supported through extending pupils’ language and enriching their vocabulary.


A language rich environment is created, using appropriate visual aids, with high quality adult/child interactions.


Systems are shared with parents, allowing them access to their child’s progress.

The use of technology has been embedded throughout the curriculum. There is a variety of evidence across school and home.

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