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Pupil Premium

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What is Pupil Premium?

The pupil premium is additional funding for publicly funded schools in England to raise the attainment of disadvantaged pupils of all abilities and to close the gaps between them and their peers.

Pupil premium funding is available to:

  • local-authority-maintained schools, including:
    • special schools (for children with special educational needs or disabilities)
    • pupil referral units (PRUs - for children who can’t go to a mainstream school)
  • academies and free schools, including
    • special academies (for children with special educational needs or disabilities)
    • alternative provision (AP) academies (for children who can’t go to a mainstream school)
  • voluntary-sector alternative provision (AP), with local authority agreement
  • non-maintained special schools (NMSS - schools for children with special educational needs that the Secretary of State for Education has approved under section 342 of the Education Act 1996)

 

Pupil Premium grant – 2018/19

Our allocation for the 2017/2018 financial year was £451,082.00. This year 2018/19 our allocation is £493,680.00.

As of October 2018, 46.28% of our cohort were eligible for the pupil premium grant.

The pupil premium for 2018 to 2019 will include pupils recorded in the January 2018 school census who are known to have been eligible for FSM since May 2012, as well as those first known to be eligible at January 2018. Schools receive:

  • £935 per pupil for each Ever 6 FSM FTE in year groups 7 to 11, except where the pupil is allocated the LAC or post-LAC Premium
  • £2,300 per pupil for each post-LAC in year groups reception to year 11
  • £300 for each pupil aged 4 and over in year groups reception to year 11 who is either Ever 6 service child FTE or in receipt of pensions under the Armed Forces Compensation Scheme (AFCS) and the War Pensions Scheme (WPS)

 

Parents: If your child has been adopted from care on or after 30 December 2005 left care under a Special Guardianship Order on or after 30 December 2005, a Residence Order on or after 14 October 1991 please let us know.  The information will be treated in strictest confidence but will enable us to provide more for your child. 

Pupil Premium at Babington – our values and ethos

Closing the gap is central to everything we do at Babington.  We have a moral commitment to ensure that our students from disadvantaged backgrounds have the support to accelerate their progress to achieve their full potential.  We are continuing to build upon our previous success this year, strengthening our PP offer whilst also taking an active role in supporting other schools in their efforts to narrow the gap; presenting at conferences and delivering bespoke NTG sessions to schools.  Our Principal was designated a Specialist Leader in Education in May 2017 with a primary focus upon closing gaps.

An additional Assistant Principal was appointed this year (Sept 2018) to have responsibility for Pupil Premium to further develop the monitoring and tracking of progress of PP pupils and maximize the impact of the funding to diminish differences. There is a ‘Star Challenge’ form within each house which is made up of Pupil Premium pupils from Year 7-Year 10.  Within these form pupils will receive a curriculum which allows them to make rapid progress, raises their aspirations and builds cultural capital. We have invested in the literacy software, Bedrock to tackle the vocabulary gap as we understand that there is a direct link between vocabulary size and academic achievement. Pupils have a personalised programme which is tailored to their vocabulary needs immerses students in academic vocabulary.

In addition, we have adopted a PIXL initiative whereby pupils are studying Mathew Sayed’ s book ‘You are awesome’ which encourages development of a growth mind set and the belief they can achieve anything they work at.

Outstanding first wave teaching is at the core of our PP provision. Staff understand the importance of and take responsibility for planning and delivering strategies to close gaps in lessons. This year’s prescribed appraisal target has a particular focus on the progress of white British/ black Somali boys in particular, as these were identified as a key group within Pupil Premium who needed support in order to make rapid progress. To support teachers to achieve student progress targets all teaching staff also complete class context booklets for each group which include detailed information about the strategies they will use in the classroom to close the gap.  Our whole school CPD programme focusses upon sharing principles and strategies, driven by research about cognitive education/thinking skills, which can be applied to all contexts which gives further support to our drive to close the gaps.   Teaching and Learning Communities (TLCs) are the interface of all CPD opportunities, TLCs ensure that the appraisal process is ‘live’ and meaningful throughout the year, student progress and outcomes are at the centre of everything we do, by facilitating timely review and reflection of targets in a collaborative and supportive setting. ‘I can…’ profiles are used to stimulate discussion and debate at all TLC meetings.

Year 11 PP pupils will also be provided with a Personalised Learning Checklist (PLC), another PIXL initiative that will allow pupils PP pupils to take ownership of their revision by clearly being able to identify the gaps in their skills and knowledge in each subject.

We have developed the ‘Babington way for Effective Feedback’ which is now an embedded part of our feedback policy and is written in to schemes of learning which aims to develop formalised language whilst ensuring all students receive outstanding feedback.  Teachers are trained in meta-cognition strategies and use these in lessons. These strategies have been developed following reviewing the Sutton Trust Toolkit. We are a research rich school and as such pride ourselves in staff taking part in active research within the academy. 

In addition this year, we have developed an ‘Ethic of Excellence’, which is based on the work of Ron Berger and aims to build a culture of craftsmanship in the classroom where pupils engage in self-regulated learning and produce work which is pride worthy. This is done through studying examples of excellence thus creating a culture of critique where pupils produce multiple revisions of work. 

In addition to those whole school strategies mentioned, we have countless strategies/initiatives in place to ensure each of our students get what ‘they’ need to succeed.  Our strategies can be split into three areas; raising aspirations, improving confidence/self-esteem and academic strategies. These initiatives, whilst being aimed at our PP cohort, also have a direct impact on all of our students with the aim of raising the bar, e.g. ‘Dare to Dream’ raising aspirations work and ‘Find your Talent’ programme.  To target our upper ability students we have developed a Genius2 Programme which includes the teaching of Mandarin during form time via live link to Beijing, chess, etiquette and classical music sessions. 

For a full breakdown of the strategies in place at Babington please take a look at ‘The Babington Toolkit’ attached. You will also find attached the outline for the spend of PP funding this academic year which outlines projected impact alongside the funding allocated to each of the initiatives.

 

Impact of the Pupil Premium grant at Babington

Historical Impact:

Over the past seven years our strategies to close the gap have had a massive impact.  Our historical impact, considering old headline measures, our strategies saw an eradication of the 5+ A*-C (with EM) attainment gap between our PP cohort and their Non-PP counterparts. The gap stood at 17% (2011) and closed rapidly, the 2016 results showed that our PP cohort outperform their Non-PP counterparts with a +6% gap. 53% of our PP cohort achieved 5 A*-C with EM in 2016.  Our work to close the gap at Babington has had national recognition.  We were awarded the secondary school regional Pupil Premium Award in 2013 and this was presented to us by the then Rt. Hon. Nick Clegg, Deputy Prime Minister. 

2018 Impact:

Basics: The headlines below highlight that this year, with the introduction of the reformed GCSEs in English Literature, English Language, Maths and EBACC subjects we have had a slight reversal of our normal trend for PP students to outperform their Non-PP counterparts, although the basics measure at 5 – 9 still favours our PP cohort.  As a response to this we are investing further in academic tutoring both through the online ‘My tutor’ programme and with school based small group work with experts in their field. In addition we have become a PIXL school and are equipping all PP pupils with personalised learning checklists in their subjects, enabling them to take ownership over their revision and identify and plug the gaps in their knowledge in order that we eradicate the gap this academic year. You will note from Table 2 that PP students outperformed all students in the 9-5 measure. 

Table 1: Basics

 

EM 9-5

EM 9-4

NPP

19.1%

43.6%

PP

22.6%

34.52%

 

Table 2: English and maths

 

EN 9-5

MA 9-5

EN 9-4

MA 9-4

NPP

35.4%

28.2%

58.2%

45.4%

PP

36.9%

26.2%

47.6%

44.1%

 

Attainment 8: The table below shows that there is a gap of -0.8 between PP and  non- PP in school. This is a slight reversal from 2017 where PP outperformed NPP in this measure. As outlined above, there are a range of strategies that have been put in place with the current KS4 in order that this gap is closed. Table3 highlights the breakdown of the scores.

Table 3: Attainment 8

 

Attainment 8 score

NPP

35.4

PP

34.6

Overall

35.04

Progress 8: The P8 PP gap has narrowed to -0.5 in the 2018 results.