Pupil Premium 2018/2019

Pupil Premium Statement

The Pupil Premium is a source of funding made available to schools by the Government. This is targeted funding to be used to provide opportunities for disadvantaged pupils. The national trend is that pupils who are eligible for free school meals have lower achievement than those who are not eligible. The Pupil Premium grant is to be used to help narrow this gap. At Jubilee School, we believe that all pupils should be supported to achieve their potential. We are committed to using the resources made available to us to help achieve the best outcomes for all learners.

Links to the Jubilee Vision Statement

Our vision statement helps to inform the running of the school as it is our intention that children will leave Jubilee with the following skills and attributes:

  • confidence with eloquent self-expression and strong communication and social skills
  • excellent skills in Maths, English and IT
  • a rounded education in Science, RE, Geography, History, and PSHE
  • the ability to speak a foreign language to a basic conversation level
  • the ability to enjoy music through song/playing a musical instrument / involvement in drama and dance activities
  • the ability to swim and play sports competently
  • an understanding of art and culture and experience of performing
  • freedom from prejudice of any kind
  • a spirit of community and social responsibility with a sense of belonging

What the data tells us:

Our pupil performance data tells us that children eligible for the pupil premium grant tend to come in lower than their peers but with support and targeted interventions make really good progress and by the time they leave the school they are out performing their peers nationally.

Pupil Profile – 2016 /17

Number of pupils on roll 396
Percentage of pupils eligible for Pupil Premium Grant (PPG) 50.51%
Percentage of pupils who are Children Looked After (CLA) 0.51%
Total amount of PPG received £295015

End of Year Attainment 2016

  Year 2
  PPG All students
Reading 76% 75%
Writing 72% 75%
Maths 72% 77%
  Year 6
  PPG All students
Reading 43% 54%
Writing 63% 76%
Maths 57% 67%
What we are doing – Intervention & strategies Intended outcomes – What we would like to achieve Evidence – How is progress measured and monitored
Additional teaching and support in across the school. To reduce the gap between PPG and non-PPG students.

Progress monitored regularly through Target Tracker

½ Termly Pupil Progress Meetings to monitor progress and identify widening gaps.

Weekly Phase Meetings

Fortnightly review of vulnerable children to identify on-going concerns.

Termly reviews of IEP and LSPs

Annual Reviews for children with an EHCP

Learning walks

Lesson observations

External reviews with SIA

Regular monitoring of books

Cluster moderation meetings

Pre and Post intervention monitoring

Case studies on student progress following interventions

School council – pupil voice / feedback

Rights Respecting feedback.

Use the newly extended Senior Leadership Team to focus on standards. Overall quality of teaching rated to be good or outstanding.
Focus on CPD support from external consultants focusing on teaching and learning (ongoing throughout the year) All children continue to make 1.8 - 2.0 steps progress every term in all subjects.
Support through partnership with local Federation and Windmill Cluster Shared good practice to improve the quality of teaching and learning taking place leading to improved outcomes for all pupils.
Increased levels of team teaching and opportunities for colleagues to observe best practice Shared good practice to improve the quality of teaching and learning taking place.
Booster Classes and Holiday boosters Provide extra, targeted support to pupils to raise attainment and contribute to improved results and increase in pupils’ confidence and motivation.
Extend access to the Breakfast club Improved learning, attendance and behaviour at school, punctuality, healthy eating, social development, and fun through play.
Community Partnership Leader On-going support for families
School Counselling Service

On-going therapy for children to prepare them for academic, and social challenges; make students motivated learners and facilitate their exploration of careers. Greater improvements in well-being

ELSA Provision Support children to understand and regulate their own emotions, learn to respect others around them and develop their personal resiliency so they are ready to learn.
Educational Psychologists Improve the life chances of all children they work with and offer a wide range of evidence-informed interventions to support learning.
Speech & Language Therapy To improve communication and the ability to understand and express thoughts, ideas and feelings; develop intelligible speech and offer a better quality of life and greater self-esteem and increased independence to identified children.
Early identification & intervention of additional  needs School policy in line with the SEND code of practice that highlights the importance of early identification and responding to SEN needs to improve access to the school curriculum.
Broad range of educational and cultural experiences To engage pupils in their learning activities and promote curiosity and the courage to succeed.

Pupil Profile – 2017/18

Number of pupils on roll 399
Percentage of pupils eligible for Pupil Premium Grant (PPG) 47.2
Percentage of pupils who are Children Looked After (CLA) TBC
Total amount of PPG received TBC

End of Year Attainment 2017

  Year 2
  PPG All students
Reading 81% 77%
Writing 69% 71%
Maths 85% 78%
  Year 6
  PPG All students
Reading 43% 44%
Writing 74% 75%
Maths 60% 60%
What we are doing – Intervention & strategies Intended outcomes – What we would like to achieve Evidence – How is progress measured and monitored
Continue to develop the additional teaching and support in each Year Group from R - 6 To reduce the gap between PPG and non-PPG students.

Progress monitored regularly through Target Tracker

½ Termly Pupil Progress Meetings to monitor progress and identify widening gaps.

Weekly Phase Meetings

Fortnightly review of vulnerable children to identify on-going concerns.

Termly reviews of IEP and LSPs

Annual Reviews for children with an EHCP

Learning walks

Lesson observations

External reviews with SIA

Regular monitoring of books

Cluster moderation meetings

Pre and Post intervention monitoring

Case studies on student progress following interventions

School council – pupil voice / feedback

Rights Respecting feedback.

Use the newly extended Senior Leadership Team to ensure focus on standards Overall quality of teaching rated to be good or outstanding.
Determined focus on provision of Good or better lessons through CPD support from external consultants focusing on teaching and learning (ongoing throughout the year) All children continue to make 1.8 - 2.0 steps progress every term in all subjects.
Support through partnership with local Federation Shared good practice to improve the quality of teaching and learning taking place.
Increased levels of team teaching and opportunities for colleagues to observe best practice Shared good practice to improve the quality of teaching and learning taking place.
Booster Classes and Holiday Boosters Provide extra, targeted support to pupils to raise attainment and contribute to improved results and increase in pupils’ confidence and motivation.
Extend access to the Breakfast club Improved learning, attendance and behaviour at school, punctuality, healthy eating, social development, and fun through play.
ELSA Provision Support children to understand and regulate their own emotions, learn to respect others around them and develop their personal resiliency so they are ready to learn.
Educational Psychologists Improve the life chances of all children they work with and offer a wide range of evidence-informed interventions to support learning.
Speech & Language Therapy To improve communication and the ability to understand and express thoughts, ideas and feelings; develop intelligible speech and offer a better quality of life and greater self-esteem and increased independence to identified children.
Early identification & intervention of additional  needs School policy in line with the SEND code of practice that highlights the importance of early identification and responding to SEN needs to improve access to the school curriculum.
Summer Booster Project Early identification of children with additional needs so that interventions can be put in place as soon as they start with us.
 Access to Sunshine Room To provide a sensory space for therapy pre/post teaching to help regulate needs and prepare child for learning
Targeted small group work with experienced teacher / SENCO To bridge gaps in learning with targeted interventions.
Targeted 1:1 with experienced teacher / SENCO To bridge gaps in learning with targeted interventions.