Pupil Premium

Back to Key Information

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 – 2021/22

Our allocation for 2020/21 was £ £546,040

Our allocation for 2021-22 is £556,360.  

As of October 2021, 48.9% of our cohort were eligible for the pupil premium grant.

The pupil premium allocation for 2021 to 2022 will include pupils recorded in the January 2020 school census who are known to have been eligible for FSM since May 2015, as well as those first known to be eligible at January 2020. Schools receive:

  • £955 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
  • £2,345 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, has 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 was year on year improvement in attainment from 2018 to 2021. For the last 2 years the attainment measures show that disadvantaged students are on average performing significantly better at Babington than the national average for PP students. Additionally, disadvantaged students have had better attendance than disadvantaged students nationally.

In January 2021, DFE Advisor for Pupil Premium, Dr Carter Wall led a Pupil Premium Review. The report was extremely positive and stated,


“There is a clear policy and strategy for pupil premium - solution focused - demonstrating a deep understanding of what it means to be disadvantaged.  It follows DfE direction and meets Ofsted requirements fully.”


“Disadvantaged able students are championed.  They are set ambitious attainment targets and taught with demanding academic challenge.  They are supported exceptionally well to understand their potential, to be aspirant with purpose and signposted access to the experiences and contacts those from more advantaged homes would have.  Emotional and social support is also prioritised.” Dr Carter- Wall, 2021.


In 2020 56% of PP students achieved a 4+ in achieved both English and Maths. This represents an increase of 21% since 2018. 30% of PP students achieved a 5+ in English and Maths. This is a 10% increase since 2018.   

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 in 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. New evaluation procedures have been introduced 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 2021-22 focuses on three key priorities as per the DFE guidance: teaching and learning, targeted academic support and wider strategies.

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. ‘Broadening Horizons’ aims to reinforce the curriculum and build upon students’ knowledge, so students can understand their subjects better and have a deeper level of knowledge, skills and understanding.


Staff understand the importance of and take responsibility for planning and delivering strategies to close gaps in lessons. Personalised learning checklists were a PIXL initiative that was trialled for target PP students in 2019-20. PLCs have now been rolled out to all students across the academy and all students have Personalised Learning on their timetable. PLCs 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. Robust quality assurance is used to inform targeted coaching and bespoke CPD, to ensure outstanding first wave teaching for all PP students.

Staff have context booklets that are informed by Go4Schools data 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. 

Each department has their own 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. There are a number of NPQML projects and an NPQH project planned that will have a focus on maximising the impact for Pupil Premium students.

Targeted academic support is provided for our Pupil Premium students to ensure that all have the opportunity to reach their full potential. We employ a team of outstanding English, Maths and Geography Tutors who support students to plug gaps in their knowledge and take ownership over their learning.

The final priority is ‘wider strategies’ to remove all barriers to progress. This strand focuses on ensuring students are ready to learn. The hunger barrier is removed through our mission to provide a free breakfast for all who need it. We have secured a partnership with the National Schools Breakfast Programme until 2023. The NSBP provide bagels and cereal so that we are able to offer both a ‘grab and go’ breakfast at the gate as well as a sit down breakfast in the canteen. Passport to Success subsidises uniform and equipment where students have none. We have seen unprecedented need for this since the pandemic. Furthermore, we have a range of strategies to address students’ mental health needs. We have a strong mental health team including two counsellors, a mental health champion and mental health first aiders. In addition, we offer art therapy, music therapy, and boxing and have a visiting therapy dog, Alice.

We have a strong enrichment offer. Faculties bring the curriculum to life with enrichment opportunities including gallery and museum visits, a variety of sporting opportunities and a French Residential where students have the opportunity to visit and attend school with their French pen pals. We are very excited to launch the ‘Babington Band’ this year. In partnership with the Leicestershire Music Service, all Year 7 students will be provided with a brass, wind or percussion instrument and have a timetabled music band lesson, supported by peripatetic instrumental lessons. The after school enrichment programme is being relaunched this year after a pause due to Covid. There are opportunities for students to attend for a range of sports clubs, skateboarding, knitting, Amnesty International, Quidditch, golf, Forest Watch, School Magazine, Drama sessions with Curve Theatre, Kaleidoscope (a group celebrating diversity). Reading with Families offers the chance for parents and children to read together and receive free book gifts provided by Penguin Books.

New strategies that were implemented last year and were shown to have the most impact in terms of narrowing the gaps with national figures have been continued. This includes 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 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 appointments in other subjects.  

In November 2019, Year 11 PP students who were most at risk of becoming disengaged had the opportunity to work alongside celebrity chef, Mark Lloyd 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 overwhelmingly positive and included comments such as ‘It was the best day of my life’ and ‘it has made me want more.’ We are very disappointed that due to Covid-19 it was not possible to run this in 2020-21 however we are hoping we can work with Mark to run it again this year.  

In 2021, a Director of Alternative Provision was appointed to have responsibility for students with external provision placements. This involves 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 ensures strong links between home, school and external agencies such as the Educational Psychologist and external providers, in order to support students fully.

Prior to the pandemic, our more able PP students attend High Flyers lectures along with peers from across the MAT to hear experts from a range of careers and we are excited to be able to relaunch this again this year. In addition, we were fortunate enough to be selected for a Speakers4Schools talk from ITV correspondent, Rajiv Popat who came to speak to students about his career in journalism. In addition we are very excited about a planned Speakers4Schools talk for our KS4 Film students from David Evans, Director of Fever Pitch.  12 MAG&T students took part in the Brilliant Club’s Scholars Programme this year and worked with PhD tutor at Lincoln University. Further, next year our MAG&T coordinator is launching Mandarin Lessons, live from Beijing for our MAG&T students, many of whom are PP.

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 is tracked and monitored regularly. Anecdotal feedback from students and parents has been very positive. In addition, in 2020 PP SEND students were part of the Dizzy Heights Mentoring Programme. The programme uses Joe Sparks’ Level Best Method to support students to reach bespoke targets. The strategy was shown to have significant impact in improving outcomes for this cohort in 2020. It is due to be relaunched in 2021-22.  

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. 

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, the gap with national figures narrowed significantly in 2020 and again in 2021 and PP outperformed NPP in several subjects.

2021 Impact:

Pupil Premium Analysis


% Babington PP students  5+ in English AND Maths

% PP students national achieving a 5+ in English AND Maths

% Babington PP students who achieved a 4+ in English AND Maths 

% PP students national achieving a 4+ in English AND Maths



25% (2019)

NPP: 49.9% (2019)


44% (2019)

NPP: 68% (2019)



25% (2019)

NPP: 49.9% (2019)


44% (2019)

NPP: 68% (2019)



25% (2019)

NPP: 49.9% (2019)



NPP: 68% (2019)


Table 1.

Table 1 shows that the % of students achieving both English and Maths at a Standard and Strong Pass was above the percentage of PP students nationally. The percentage of Babington PP students achieving a 4+ in both English and Maths has increased by 21% since 2018. Whilst, there is still work to do, to has also significantly narrowed the gap between PP students at Babington and other students nationally.

Aside from Maths and English, PP outcomes showed improvement across the curriculum.  All subjects except Health and Social Care improved by at least one measure.  100% PP students achieved 5+ in Biology, Chemistry, Physics and Statistics. Using the 4+ measure, Babington PP students out performed Babington NPP students in: French, History, iMedia, Music, Performing Arts, Product Design and Sports Studies. Using the 5+ measure, Babington out performed NPP students in Computer Science, French, iMedia, Biology, Chemistry, Physics, and Sports Studies.