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. |