Queen Elizabeth II Jubilee School
Catchment Area, Reviews and Key Information

Primary & Secondary
Post 16
Special school
4 - 19
Community special school

How Does The School Perform?

4 1 1 2 3 4
Ofsted Inspection
Full Report - All Reports

Special schools provide a unique and distinctive educational environment to meet the needs of the pupils in their community. Undertaking standard tests may not be appropriate and we do not show performance data for special schools.

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Happiness Rating
Pupil/Teacher ratio
Persistent Absence
Pupils first language
not English
Free school meals
Kennet Road
W9 3LG

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Following your appointment as executive headteacher in September 2016, you quickly established an accurate picture of what the school does well and the areas that need to be better. Leaders and staff share your vision for the school’s direction and are committed to the changes you are making. The majority of the senior leadership team, including the head of school, also took up post in September 2016. You have ensured that they are clear about their roles in securing key improvements. Together, you form a skilled and dedicated team. Nevertheless, you are aware that the quality of leadership needs strengthening, particularly at middle-leader level. You have imminent plans to address this through a restructuring of the leadership team. You are forging a stronger partnership with College Park School, of which you are also the executive headteacher. This is proving to be successful in improving the quality of teaching. Leaders and teachers now work together and share effective practice, including observing each other in the classroom. However, leaders do not make the most of links with other schools to help teachers check the accuracy of their assessments of pupils’ learning. You understand that further work is necessary to ensure that teachers measure pupils’ progress precisely. Leaders and staff know individual pupils well. Good-quality teaching is underpinned by strong and respectful relationships. Staff are patient and calm, encouraging pupils to respond fully to their questions and instructions. Classrooms are well organised, stimulating environments. Clear routines help pupils to make choices and express their ideas. This contributes successfully to pupils’ sense of well-being and security. Leaders monitor behaviour regularly and are quick to provide additional support for individual pupils where necessary. Pupils are proud of their school and their achievements. Older pupils told inspectors that they enjoy the opportunities they have to contribute to the school community, for example by deciding on the rewards they receive for good behaviour. Governors know the school well. They ensure that they have the right skills and information to hold leaders to account. Regular training and visits to school are sharpening their evaluation of the school’s effectiveness. For example, governors are aware that they need to monitor the impact of the pupil premium funding more rigorously. As a result, they are beginning to ask leaders increasingly challenging questions about whether this funding is maximising outcomes for eligible pupils. Safeguarding is effective. The leadership team has ensured that safeguarding arrangements are fit for purpose and that records are detailed and of high quality. Frequent training ensures that staff are clear about their role in promoting pupils’ safety. This includes their responsibility to protect pupils who may be at risk of radicalisation or female genital mutilation. Staff understand the different factors that can represent a risk to pupils’ safety and the signs they need to look out for. As a result, staff report concerns promptly whenever they are worried about a pupil’s welfare. Leaders ensure that safeguarding arrangements meet the needs of the pupils on roll. They are aware that pupils who have special educational needs and/or disabilities may be more vulnerable to abuse or harm. Staff receive clear guidance to help them meet pupils’ specific needs and keep them safe in school. Leaders meet regularly to review whether pupils receive the right level of support to promote their welfare. Staff with safeguarding responsibilities work effectively with a wide range of outside agencies, including professionals from social services and specialist therapists. This joined-up approach means that any emerging issues are identified and acted on at the earliest possible stage. Parents and carers are confident to share any concerns or worries with leaders. They trust that leaders will work with them sensitively to secure the right help and guidance for their children. Pupils are taught what they can do to reduce risks to their welfare. This includes learning how to use the internet safely, for example by not sharing passwords. Older pupils also take part in personalised programmes that help them act safely outside school, including appropriate behaviour in different social situations and contexts. Parents who completed Ofsted’s online survey agree that their children feel safe and happy in school. Leaders carry out all the required checks to ensure that adults are suitable to work in the school. The single central record of these checks is well maintained.

Queen Elizabeth II Jubilee School Parent Reviews

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Queen Elizabeth II Jubilee School Catchment Area Map

Official pupil census data is not available for this school and we are unable to offer a heat map or likelihood of admission tool at this time.