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 – 2019/20

Our allocation for 2018/19 our allocation was £493,680.00.

Our allocation for 2019-20 is £544,170.

As of October 2019, 48.7% of our cohort were eligible for the pupil premium grant.

The pupil premium for 2019 to 2020 will include pupils recorded in the January 2019 school census who are known to have been eligible for FSM since May 2013, as well as those first known to be eligible at January 2018. Schools receive:

  • £935 per student for each Ever 6 FSM FTE in year groups 7 to 11, except where the student is allocated the LAC or post-LAC Premium
  • £2,300 per student for each post-LAC in year groups reception to year 11
  • £300 for each student 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.  Historically PP students have performed very well at Babington and under legacy measures, outperformed NPP students. Whilst the introduction of Progress 8 and Attainment 8 measures saw a fall in outcomes for Pupil Premium students, an evidence based pupil premium strategy means there have been the first green shoots of improvement which we are building on this year. In terms of attainment, the gap between PP students and Non- PP students was relatively small this year. 34.2% of PP students achieved a Grade 4 in English and Maths compared with 36.6% of NPP students. 19.5% of PP achieved a Grade 5 in English and Maths, compared to 22% of NPP.

The PP Progress 8 figure for Year 11 increased in 2019 to -0.4 from -0.6 the previous year. PP students who had filled all of their P8 buckets achieved a P8 score of -0.1. According to FFTT, the national gap between PP and NPP is becoming significantly wider every year. Due to an improvement in the outcomes of NPP students, the Academy gap has widened but by a smaller amount than the national averages and with a clear PP strategy we are confident that the 2020 result will show a narrowing of the gap.  

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 last year (Sept 2018) to have responsibility for Pupil Premium to further develop the monitoring and tracking of progress of PP students and maximise the impact of the funding to diminish differences. Provision Tracker software is being trialled to more closely evaluate the impact of the PP spend so that we can target the money most effectively on the more successful strategies. The projected spend for 2019-20 has been divided into several strands including; Targeted Students, Attendance Initiatives, Pastoral Support and Engaging Parents.

There is a ‘Star Challenge Tutor Group’ within each house which is made up of Pupil Premium students from Year 7 to Year 10.  Within these tutor groups, students trial new strategies in addition to the standard PC curriculum. Strategies planned this year include the introduction of Literacy Planet, Pixl Debate, a Speakers4Schools Visit, Times Tables Rock Stars, and bookshop visits. The curriculum is reviewed yearly in order to continue strategies that have had the most impact and refine or replace strategies that have been less effective. In addition, students receive ‘star challenges’ which increase opportunities to build their cultural capital and link into the ACCLAIM framework. These include a focus on reading, museum visits, book shop visits, and visiting local sites of interest. Tutors are currently working with students to build their engagement with this strategy.

Outstanding first wave teaching through a broad and balanced curriculum is at the core of our PP provision.  Our curriculum is well planned and progressive and seeks to build on the prior knowledge of students, make links and develop their understanding in all areas of their learning whilst addressing the knowledge gaps students may join us with, given the wide range of different starting points our students have from our many feeder schools. 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 PP boys, as these were identified as a key group within the Pupil Premium cohort who needed support in order to make rapid progress. Staff 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, focused upon sharing principles and strategies which are driven by research about cognitive education/thinking skills and which can be applied to all contexts, gives further support to our drive to close the gap. Faculty and Subject Leaders have written Rapid Improvement Plans for Pupil Premium which are reviewed half termly. Best Practice Development Groups are the interface of all CPD opportunities, and ensure that the appraisal process is ‘live’ and meaningful throughout the year. Student progress and outcomes are at the centre of everything we do and this is facilitated through timely review and reflection of targets in a collaborative and supportive setting. ‘I can…’ profiles are used to stimulate discussion and debate at all BPDG meetings.

We are trialling a new feedback policy based on the IPASS principles which aims to provide outstanding feedback to all pupils.  Teachers are trained in meta-cognition strategies and use these in lessons. These strategies have been developed following a review of the Sutton Trust Toolkit. We are a research rich school and pride ourselves in staff taking part in active research within the academy. 

A range of new strategies have been introduced this year to tackle the gap. For the first time, targeted PP students have been provided with Personalised Learning Checklists (PLC), a PIXL initiative that will allow PP students to take ownership of their revision by clearly being able to identify the gaps in their skills and knowledge in each subject. This then allows subject teaches to make their revision bespoke to the needs of their PP students. PLCs also allow teachers to tailor lessons to fill in gaps in knowledge. These targeted students have been assigned a Champion. After evaluation in the Autumn term, it has been decided to provide consistency in the quality of support which the champions deliver. To enable this, Champions will trial Joe Sparks’ Level Best approach to work with their students.

The Year 11 PP students who were most at risk of becoming disengaged had the opportunity to work alongside celebrity chef, Mark Lloyd in November 2019 to cook a three course meal for 95 guests. This allowed the students involved to have a day’s work experience in a professional kitchen, develop their team work, communication, leadership skills and has provided them with a reference for future applications. The feedback from student voice was overwhelming including comments such as ‘It was the best day of my life’ and ‘it has made me want more.’

In February 2020 a Level 3 TA was appointed to have responsibility for working with the most vulnerable PP students who have external provision placements. This will involve monitoring the attendance of students accessing therapeutic support and put in place strategies to ensure a minimum of 96% attendance to ensure students achieve targets set. This will ensure strong links between home, school and external agencies such as Educational Psychologist and external providers, in order to support students fully.

In order to be able to more closely evaluate the impact of the spend, we have introduced Provision Tracker in September 2019. We are still in the trial phase of this. However, already it is enabling us to better triangulate information when making decisions about which strategies are the most successful in helping to close the gap.

New strategies that were implemented last year and were shown to have the most impact have been continued. For example, GCSE Pod which supports students to fill gaps in their knowledge. In subjects where this was embedded, there was a significant increase in the outcomes for PP students. As a result, there is now a focus on all subjects (where appropriate to the specifications) embedding the use of the software for all students. In February 2020 we were placed in the top third of schools using GCSE Pod in terms engagement, with 17,500 pods accessed over the past year.

Further, English consultant, Karen Holman, was appointed as an English Tutor for PP students and this was one factor that led to PP students out performing their NPP counterparts. We are seeking to make a similar appointment in Maths.

We have an Education Coach from LCFC working with targeted students in order to overcome their barriers to learning. Following evaluation of impact last year, we have tweaked this provision in order that the strategy has wider impact.

We have a NPQML research project this year which focusses on developing strategies to engage parents/ carers of hard to reach PP families. This will develop and widen the impact of the work that has been done with families through ‘Success on a Plate’.

Our more able PP students attend High Flyers lectures along with peers from across the MAT to hear experts from a range of careers. Last year more able PP pupils visited University College London to experience an academic taster day. These students also have the option to choose the ‘Oxbridge Prep’ course as part of Loving Learning Something New in order to provide the preparation that their private school counterparts might receive when applying to a Russell Group university.

Since November 2019, targeted SEN PP students have been receiving speech and language therapy, bespoke to their needs, from qualified speech and language therapist, Megan Clark from Speech Bubble Ltd. Students’ progress will be tracked and monitored regularly.

In addition to these whole school strategies, we have countless strategies/initiatives in place to ensure each of our students receive what ‘they’ need to overcome barriers and succeed.  We now have a Mental Health Champion who has joined the mentor team and who support students, a high proportion of whom are PP, to overcome barriers to learning. We offer free breakfast for all and now average 180 students a day and at lunchtime all students, including PP, can access the free salad bar.

We have a raft of initiatives aimed at raising aspirations and building cultural capital.  'Loving Learning Something New’ allows students to enjoy new experiences which in the normal course of their lives might not be available to them, as well as follow their own interests. These fortnightly sessions include horse riding, medical anthropology, sewing and learning sign language.

The impact of the provision for PP can be seen through the improvement in PP attendance. In addition to the plethora of strategies in place for PP students, Faculties have created a curriculum for PP students that makes students want to come to school. As such in February 2020 the cumulative attendance for PP students is 0.9% better than at the same point in 2019 and is above national average for PP.

Impact of the Pupil Premium grant at Babington

Historical Impact:

Prior to the introduction of Progress 8, under the legacy measures our strategies to close the gap had a massive impact.  Our historical impact, considering old headline measures, 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 so that the 2016 results showed that our PP cohort outperformed 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. When the headline measures were changed, the gap opened again; however, with a clear PP strategy, PP are already outperforming their NPP counterparts in English and we are confident that there will be a significant narrowing of the whole school gap in 2020.

2019 Impact:

In 2019 the performance of PP improved. However, due to Non PP outcomes also improving, this meant the gap slightly widened but less than national averages.  In order to tackle the gap we are investing further in academic tutoring. 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 to identify and plug the gaps in their knowledge in order that we narrow the gap this academic year. You will notice that PP students outperformed NPP students in English significantly.


Attainment 8

PP: 33.92

NPP: 35.95


Combined English and Maths attainment


EM 9-5

EM 9-4








Separate English and Maths attainment (below)


EN 9-5

MA 9-5

EN 9-4

MA 9-4











Progress 8

NPP 0.3

PP -0.4




The tables above show that whilst a gap remains between PP and NPP in Maths, in English PP are outperforming non PP significantly. This is a considerable improvement on last year. As well as outstanding first wave teaching in English, this also suggests that the PP spend used to improve PP performance in English is being spent on highly effective strategies.

The Attainment 8 table shows the Attainment 8 Score. After a narrowing in 2018, there has been a slight widening in 2019. However, this is in part due to the fact that a significant number of PP students did not have a full suite of subjects. This was a decision that was taken in light of the needs of individual students in the cohort.



Progress 8: The PP Progress 8 figure for Year 11 improved to -0.4 in 2019 from -0.6 in 2018. However, the performance of NPP pupils also increased significantly which means despite an improved score, the gap has widened very slightly. It is also important to note that PP students who had filled all of their P8 buckets achieved a P8 score of -0.1 which is broadly in line with the whole school P8 score and a significantly narrower gap with NPP students both at Babington and Nationally.