Jubilee High School
Catchment Area, Reviews and Key Information

Secondary
PUPILS
652
AGES
11 - 16
GENDER
Mixed
TYPE
Academy sponsor led
SCHOOL GUIDE RATING
Not Rated

Can I Get My Child Into This School?

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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data, ONS
0300 200 1004

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The criteria in which schools use to allocate places in the event that they are oversubscribed can and do vary between schools and over time. These criteria can include distance from the school and sometimes specific catchment areas but can also include, amongst others, priority for siblings, children of a particular faith or specific feeder schools. Living in an area where children have previously attended a school does not guarantee admission to the school in future years. Always check with the school’s own admission authority for the current admission arrangements.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

How Does The School Perform?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(02/10/2018)
Full Report - All Reports
61%
NATIONAL AVG. 38%
5+ GCSEs grade 9-4 (standard pass or above) including English and maths



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Progress Compared With All Other Schools

UNLOCK Well Below Average (About 15% of schools in England) Below Average (About 18% of schools in England) Average (About 35% of schools in England) Above Average (About 16% of schools in England) Well Above Average (About 16% of schools in England)

School Results Over Time

2019 2022 2023 2020 Covid-19 2021 Covid-19 UNLOCK

% of pupils who achieved 5+ GCSEs grade 9-4
2019 2022 2023 2020 Covid-19 2021 Covid-19 UNLOCK

% of pupils who achieved GCSE grade 5 or above in both English and maths
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School Lane
Addlestone
KT15 1TE
01932884800

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Following your very recent appointment, you have set about rapidly developing your knowledge and understanding of the school’s context. Consequently, you have a firm knowledge of your school’s strengths and weaknesses. Your determination to provide the best standard of education for each pupil is clear. You are well supported in this by the executive headteacher, the chief executive officer of the Bourne Education multi-academy trust, your leadership team, your staff and the governing body. You have accurately identified areas of recent underperformance and, as a consequence, supported by the governors and the multi-academy trust, have introduced and continue to take appropriate actions to bring about improvements. You and your staff effectively promote the school’s core values and mission statement of seeking to ‘appreciate and develop the talents and skills of each individual’. You set high levels of expectation to which most pupils respond well. You and your staff set positive role models for the pupils. The learning environment is calm and well ordered, offering a range of facilities for the pupils, which they use with enthusiasm and to good effect. Pupils’ behaviour is good, both in the classrooms and other areas of the school. Your staff and pupils demonstrate a high level of trust and mutual respect. Relationships are strong. Pupils wear the school uniform with pride. Most parents express positive views about the school. For example, one parent commented, ‘We are happy with the school and standards have improved.’ You and your staff provide a broad variety of enrichment and extra-curricular activities for the pupils, which they very much appreciate. These include art and drama clubs, sports, and homework and study support facilities. Leaders, governors and the trust have a clear understanding of the strengths of the school and its areas for further development. Working together well, they have successfully addressed the areas for improvement set at the last inspection. You have well-considered plans intended to address the current priorities, including improving the attendance of pupils who have special educational needs (SEN) and/or disabilities and strengthening the quality of teaching and pupils’ outcomes in languages. You recognise the need for governors to monitor the impact of the pupil premium funding more closely. Safeguarding is effective. A positive culture of safeguarding runs throughout the school, ensuring that pupils are safe and secure. Leaders have established effective systems and procedures that meet statutory requirements and are fit for purpose. Pupils say that they feel safe in the school, and this confidence is strongly supported by the views of parents. Professional relationships with external agencies are effective. Your designated safeguarding lead is well supported by a deputy. Training of staff and governors is both comprehensive and regular. For example, procedures related to recruitment of staff are thorough because leaders and governors have been appropriately trained in safer recruitment. In addition, staff that join the school midyear receive suitable safeguarding training as part of their induction to the school. Leaders provide regular training relating to any changes in safeguarding practices as required, including training in child protection. As a result, all staff know the signs to look out for that may indicate that a pupil is at risk of harm and are confident in what action to take when necessary to support vulnerable pupils. Inspection findings We considered how successfully leaders have improved the quality of teaching across the school. Overall, this work has been effective. School information and inspection evidence indicate that most current pupils make steady progress over time. However, identified weaknesses in teaching have led to disappointing outcomes in French and Spanish. Leaders have addressed these weaknesses through the appointment of new teachers and the provision of focused training. As a result, pupils are now making better progress within these subjects. Nevertheless, these areas remain a priority for continued and sustained improvement. We explored how well leaders have supported the development of pupils who enter the school with low levels of literacy. We found that this work is increasingly effective. Leaders have established an effective literacy strategy involving, for example, the provision of small-group targeted literacy support and the promotion of literacy skills across all subjects. Evidence from learning walks, scrutiny of pupils’ work and speaking with pupils indicated growing improvements in pupils’ levels of literacy when compared with their starting points on entry to the school. We also considered how successfully leaders have secured improved outcomes for disadvantaged pupils. Disadvantaged pupils’ progress at the end of key stage 4 in 2017 was strong overall, with pupils’ progress close to or matching the progress of other pupils nationally with similar starting points in English, mathematics and science. Despite the 2018 provisional results indicating a weaker performance than in the past, inspection evidence, including scrutiny of disadvantaged pupils’ work in other year groups, indicates that current pupils are on track to make strong progress. Governors’ monitoring of the strategy to improve outcomes for this group has not been as robust as it might have been. Overall, provisional GCSE results for 2018 indicate that attainment in certain subjects is lower than anticipated. Leaders have responded with rapid action taken to provide additional support to ensure that any areas of underperformance are addressed. For example, pupils currently in Year 11 are now provided with a well-considered support programme to help them achieve higher standards. We investigated how successful leaders have been in improving attendance, especially of disadvantaged pupils and those who have SEN and/or disabilities. Attendance has been a matter of concern for leaders, notably for these groups of pupils. School information reveals an improving picture in overall attendance for most groups of pupils. Leaders and staff have worked well together to secure this improvement, for example by using pupil premium funding to support disadvantaged pupils at risk of lower rates of attendance. The work of an educational welfare officer supports leaders through undertaking home visits and developing increasingly effective relationships with the families of disadvantaged pupils at risk of reduced attendance. As a result, the attendance of disadvantaged pupils is better than in the past. However, the attendance of pupils who have SEN and/or disabilities remains a challenge. We also explored the success of leaders’ work to manage pupils’ behaviour and address rates of exclusions. Rates of fixed-term exclusions in recent years have been consistently lower when compared with national figures. However, leaders identified correctly a rising trend in the rates of repeated exclusions of a small minority of pupils. In response, leaders have modified the school’s behaviour policy for all pupils and provided a range of successful support strategies for pupils at higher risk of exclusion. For example, The Bridge, the school’s inclusion centre, is benefiting pupils who are placed there. As a consequence, current rates of exclusion have shown a decrease. Behaviour overall has improved. Although some parents raised concerns about this, inspectors saw a calm and ordered environment. Pupils identified improved behaviour in and out of lessons and were very positive about the ‘supportive’ and ‘welcoming’ nature of the school.

Jubilee High School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>44, "agree"=>39, "disagree"=>9, "strongly_disagree"=>6, "dont_know"=>2} UNLOCK Figures based on 124 responses up to 20-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>49, "agree"=>39, "disagree"=>6, "strongly_disagree"=>6, "dont_know"=>0} UNLOCK Figures based on 124 responses up to 20-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>36, "agree"=>47, "disagree"=>11, "strongly_disagree"=>2, "dont_know"=>3} UNLOCK Figures based on 124 responses up to 20-03-2024
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>57, "strongly_agree"=>18, "agree"=>10, "disagree"=>4, "strongly_disagree"=>6, "dont_know"=>6} UNLOCK Figures based on 124 responses up to 20-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>31, "agree"=>49, "disagree"=>12, "strongly_disagree"=>5, "dont_know"=>3} UNLOCK Figures based on 124 responses up to 20-03-2024
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>21, "strongly_agree"=>49, "agree"=>15, "disagree"=>6, "strongly_disagree"=>6, "dont_know"=>2} UNLOCK Figures based on 124 responses up to 20-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>33, "agree"=>38, "disagree"=>10, "strongly_disagree"=>15, "dont_know"=>3} UNLOCK Figures based on 39 responses up to 20-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>51, "agree"=>37, "disagree"=>6, "strongly_disagree"=>2, "dont_know"=>4} UNLOCK Figures based on 124 responses up to 20-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>45, "agree"=>38, "disagree"=>9, "strongly_disagree"=>3, "dont_know"=>5} UNLOCK Figures based on 124 responses up to 20-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>35, "disagree"=>10, "strongly_disagree"=>4, "dont_know"=>2} UNLOCK Figures based on 124 responses up to 20-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>54, "agree"=>37, "disagree"=>6, "strongly_disagree"=>2, "dont_know"=>1} UNLOCK Figures based on 124 responses up to 20-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>32, "disagree"=>7, "strongly_disagree"=>1, "dont_know"=>2} UNLOCK Figures based on 124 responses up to 20-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>45, "agree"=>31, "disagree"=>9, "strongly_disagree"=>6, "dont_know"=>9} UNLOCK Figures based on 124 responses up to 20-03-2024
Yes No {"yes"=>87, "no"=>13} UNLOCK Figures based on 124 responses up to 20-03-2024

Responses taken from Ofsted Parent View

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