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 – 2020/21

Our allocation for 2019/20  was £544,170.

Our allocation for 2020-21 is  £546,040

As of October 2020, 48.7% of our cohort were eligible for the pupil premium grant.

The pupil premium allocation for 2020 to 2021 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:

  • £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,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 has been year on year improvement since 2018. This year the A8 measure shows that disadvantaged students are on average performing one grade better at Babington than the national average for PP students. Additionally, in 2020 disadvantaged students had better attendance (until March lockdown) than disadvantaged students nationally.

In 2020 69.9% of disadvantaged students achieved a grade 4+ in English, and 50.4% achieved a grade 4+ in Maths. 47% achieved both. 52.43% of disadvantaged students achieved a grade 5 in English, 28.16% achieved a grade 5 in Maths and 27% achieved both. 

The PP Progress 8 figure for Year 11 increased in 2020 to -0.05 from -0.67 in 2018. PP students who had filled all of their P8 buckets achieved a P8 score of +0.24. This demonstrates that where students have full buckets, on average they outperform other students nationally (national figures for NPP 2019 were +0.13).

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 are 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 2020-21 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. 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. 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.

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 and Maths Tutors who support students to plug gaps in their knowledge and take ownership over their learning. In addition to face to face tutoring, we also offer virtual tutoring in English, Maths and Science through our subscription to My Tutor.

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. Passport to Success subsidises uniform and equipment where students have none. A strong mental health team including two counsellors and a mental health champion address the mental health barrier.

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. Faculty and Subject Leaders have written Rapid Improvement Plans for Pupil Premium which are reviewed half termly.

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. There are a number of NPQML projects planned that will have a focus on maximising the impact for Pupil Premium students.

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. Targeted PP students have been assigned a Champion. Champions will trial Joe Sparks’ Level Best approach to work with their students and support them to take ownership over their revision and plugging gaps in their knowledge.

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 is not currently possible for this project to happen again.

In February 2020, a Level 3 TA was appointed to have responsibility for working with the most vulnerable PP 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 will ensure strong links between home, school and external agencies such as the Educational Psychologist and external providers, in order to support students fully.

New strategies that were implemented last year and were shown to have the most impact 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 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.

Last year, our more able PP students attend High Flyers lectures along with peers from across the MAT to hear experts from a range of careers. 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. Our new More Able Gifted & Talented Coordinator has exciting plans for PP MAG&T students which include a partnership with Brilliant Club’s Scholars Programme, and providing students with resourced reading lists to support their studies.

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, 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. P8 for this group improved from -1.04 in 2019 to -0.3 in 2020.

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 two counsellors and a Mental Health Champion who have joined the mentor team and who support students, a high proportion of whom are PP, to overcome barriers to learning. We have a partnership with the National Schools Breakfast Programme (NSPB) who are due to supply ‘Magic Breakfast’ after October Half Term. This will enable us to provide breakfast within bubbles to ensure students are not hungry and go into their lessons ready to learn. We will also be able to provide food parcels to those Free School Meals students who are self-isolating. The parcels contain 2 weeks’ worth of breakfast, including bagels, porridge and cereal, again supplied from the NSPB.

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, world cinema, history of pop music, sewing and learning sign language.

As well as the improvement in PP outcomes, 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, the broad and balanced curriculum makes students want to come to school.  In February 2020, the cumulative attendance for PP students was 0.9% better than at the same point in 2019 and was above national average for PP students.

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 PP outperformed NPP in several subjects.

2020 Impact:

Pupil Premium Analysis

Table 1.


Babington Pupil Premium outcomes

PP P8 National average

NPP national average


P8 -0.05

A8 41.42





P8 -0.4

A8 33.92


A8 unavailable


A8 50.3


P8 -0.6

A8 34.68



The Progress 8 Score for Pupil Premium students at Babington has increased significantly year on year from -0.6 in 2018 to -0.05 in 2020. Table 1 shows that progress outcomes are now significantly above the (2019) national P8 figures for PP and the gap between the national P8 figures for NPP has narrowed dramatically (at the time of writing, 2020 national figures are unavailable). 14/88 students did not have full buckets. Those that had full buckets achieved a P8 score of +0.2 which outperformed NPP nationally (+0.13, 2019). 



English Lang

Eng Lit




PP 4+ 67.96%

NPP 4+ 71.9%

PP 5+ 49.41%

NPP 5+ 47.93

PP 4+ 69.9%

NPP 73.5%

PP 5+ 52.43%

NPP 55.37%

PP 4+ 50.49%

NPP 62.81%

PP 5+ 28.16%

NPP 37.1%

PP 4+ 47%

PP 5+ 27%

NPP 4+ 60%

NPP 5+ 36%


PP 4+ 49.35%

NPP 4+ 38.9

PP 5+ 32.47%

NPP 25%

PP 4+ 54.5%

NPP 4+ 38%

PP 5+ 40.26%

NPP 5+ 22.7%

PP 4+ 37.18%

NPP 4+ 38.9%

PP 5+ 21.79%

PP 5+ 22.79%

PP 4+ 34%

PP 5+ 20%

NPP 4+ 31%

NPP 5+ 18%












There have been significant improvements in Pupil Premium attainment from A8 33.92 in 2019 to A8 figure is 41.42 in 2020. A8 shows that disadvantaged students are performing on average, one grade better at Babington than national average.

There has been an improvement in the attainment of PP students in both Maths and English at 4+ and 5+ compared to last year (see table above). Using the 5+ attainment measure, PP out performed NPP in English Language. The % of PP students who have achieved a 4+ and 5+ has increased significantly since 2018-19, and reduced the gap with NPP students nationally. However because NPP also improved this has widened the internal gap.

14 subjects out of 22 had a positive P8 score for Pupil Premium students. These included Art, Biology, Chemistry, Computer Science, Food, French, PE, Physics, Product Design, Statistics, Health and Social Care, Performing Arts and Sports Tech Award. 18 out of 22 subjects had an improved P8 score for PP students compared to 2018-19. Computer Science in particular improved by an average of 2 grades per student. Furthermore, in Food, Product Design and Statistics PP students outperformed Non PP using the P8 measure.