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Drighlington Primary School

Nurturing, supporting, believing, achieving!

Moorland Road, Bradford
West Yorkshire, BD11 1JY

0113 2853000

Headteacher: Mrs Sue Jackson

  1. About Our School
  2. Pupil Premium, SEND, Safeguarding and GDPR

Scroll down this page and you will find:

Pupil Premium, SEND (Local Offer), Safeguarding, Pastoral Care, Medical Care, Headlice, Useful Health Agencies, Data Protection and GDPR 

Pupil Premium 

Image result for happy children

Our aim is to provide equality for all children. Pupil Premium is an allocation of funding provided to schools to support children who may be vulnerable to underachievement, also known as disadvantaged children. The  grant includes pupils on the annual census known to have been eligible for free school meals in any of the previous six years, as well as others eligible at the time of the census, such as looked after or adopted children.

How do we support our Pupil Premium children?

Our journey since the last Ofsted inspection reflects the values of our school leaders - the importance of diminishing the gap is paramount.  

We quickly engaged in external training; we also initiated a Local Authority audit. This led to the development of a new Pupil Premium policy. Diminishing the gap is now a key target within our school improvement plan. We have a dedicated Pupil Premium Leader and a Pupil Premium Governor. This Governor visits school regularly to receive updates and ask challenging questions. 

We know that attainment of Pupil Premium children is weaker than others in English and Maths, with writing being the weakest subject. Sutton Trust research has found that good teachers are especially important for pupils from disadvantaged backgrounds. We therefore emphasise the importance of high quality teaching and our Pupil Premium grant funding is largely spent on supporting children’s learning in classrooms. Our teams work together to provide same day and targeted interventions, engagement, enrichment and well-being activities.  Through a non-negotiables strategy (our Green Guide) we set high and clear teaching expectations. We monitor performance, address weak teaching and tailor teaching and support to suit the needs of individual pupils.

We use data to identify pupils’ learning needs at every opportunity – when pupils join the school, during regular reviews of progress and during day-to-day teaching. Senior Leaders and Governors rigorously evaluate data and school improvement plans reflect data outcomes. We have a consistent verbal feedback scheme that recognises pupils’ achievements and sets out the next steps in their learning through whole class teaching to address general and specific misconceptions.

Identifying Barriers

We know that each child is unique and there is no such thing as a typical Pupil Premium child. We have identified key barriers that influence the progress and attainment for many of our Pupil Premium children. Many have very supportive families, who do their very best for their children, but whose limited resources mean that their children have a narrower range of experiences than their peers.

Academic barriers that can affect our Pupil Premium children whilst in school are:

  • Limited vocabulary; low levels of speaking, listening and oracy
  • Little value given to reading for pleasure in the home
  • Over one third of our Pupil Premium children are also on the SEND register
  • Lack of resilience and confidence, sometimes disengaged learners 
  • Poor attendance affects continuity of learning

Addressing these academic barriers:

We have introduced strategies to widen children’s oracy, vocabulary and ability to retain information about story structure and language through Talk for Writing. We promote reading and love of books, recognising that many do not read at home. Our reading schemes have been restructured to encourage children greater freedom over choice of reading scheme books they take home. A new initiative that allows children to bring their own books from home, to swap and keep replacement, is encouraging more children to read.

We have a full time SENDCO who works closely with Senior Leaders. Termly Pupil Progress meetings ensure that teachers, leaders and the SENDCO regularly monitor key children and discuss strategies to diminish gaps. 

To change the attitudes of disengaged learners, we introduced Assertive Mentoring which is a focused, pupil centred and collaborative approach to raising standards. It is based on a dialogue about the pupil's present and future learning needs and has already proven to inspire and motivate children to achieve higher standards. We offer booster classes before and after school and at organize nurture groups at lunchtimes.

We have very clear systems for behaviour management, significantly reducing exclusions, and celebrate positive behaviour and achievements in a range of ways.

Our curriculum meets the needs and interest of children. Disengaged learners need to be motivated, interested in lessons and to feel as though they are having fun. Bringing specialists into school brings topics such as Civil War to life and creates lasting memories for children who have less experiences than others. Equally, opportunities to explore and learn outdoors are positive experiences that motivate many of our pupil premium children.

Of significance is the whole school ethos based on nurture, which is essential for all children including disadvantaged. Our motto "nurturing, supporting, believing, achieving" outlines our philosophy and objectives. All children know the value of learning and their role in establishing good learning outcomes.

Despite a wide range of strategies in place to promote better attendance, including working closely with the local authority Attendance Improvement Officer, some children are still persistent absentees. The school has appointed a Persistent Absence Liaison Manager (PALM) who works with the Deputy Head to support key families. All children understand our attendance targets and engage in a reward system known as Drigopoly with prizes nominated by the children. As a result, attendance for many has improved.

Additional barriers that can affect our Pupil Premium children outside school are:

  • Poor mental health, low self-esteem: 
  • Lack of sleep;
  • Poverty and poor nutrition;
  • Narrow range of opportunities outside school;
  • Lack of role models, especially male role models;
  • Poor social skills;
  • Lack of parental engagement, resulting in low aspiration.

Addressing these additional barriers:

Through our growth mind-set approaches, including Superheroes, we work to remove barriers of low self-esteem and improve resilience. Although not yet embedded, a new strategy has been the introduction of 1:1 adult Learning Buddies with a view to weekly well-being meetings with each pupil premium child.

Our staff work closely with families, offering constant engagement to address a wide range of home factors, sometimes educating parents and carers through school-based work, external agency and Cluster support. We signpost families whenever possible to maximise the levels of support they are given.

A range of additional activities, such as den building, ensures that pupil premium children begin to develop their knowledge of the wider world and their confidence.


Weekly whole school Care, Think and Learn statements ensure continued whole school focus on pastoral, social and emotional health and well-being. To further engage with families, we communicate information in a number of ways e.g. we have introduced Twitter as a way of showcasing the success that children encounter on a daily basis. Our teachers have recently agreed to spend time in playgrounds before school opens so that they can further develop links with families and keep up to date information about problems and barriers faced by children. This is just one example of the commitment and care that underpins our values.

How we use our funding


The expenditure plan for 2019-20 can be viewed below. Our impact statement will be published when we have our year end data. 

Click here for pupil premium expenditure plan 2019-20



The Pupil Premium grant received for 2018-19 is £127,140. The expenditure plan for 2018-19 can be viewed below. Our impact statement will be published when we have our year end data. 

click here for pupil premium expenditure plan 2018-19



The Pupil Premium grant received for 2017-18 is £123,410. The Pupil Premium Plan for 2017-18 can be viewed below. 

click here for pupil premium expenditure plan 2017-18

Pupil premium impact statement 2017-18 

In our school, we know that disadvantaged children do not attain as well as all children. They do not attain as well as similar children in similar schools. Our KS2 SATs data shows the gap between disadvantaged and all others in our school is significant. The gap increased from the previous year due to the unique individual needs of children within the cohort.

We worked with an external auditor to evaluate strengths and areas for improvement. Findings led to the development of a specific action plan, including a new Pupil Premium policy and a Pupil Premium Champion project. A key outcome of our approach was the acknowledgement that quality first teaching for all pupils is essential as a baseline for diminishing the gap for disadvantaged. A wide range of strategies were put into place to ensure a consistent approach to teaching, with high expectations embedded across the school, including a green guide non-negotiables book for each class teacher.

The daily needs of pupil premium children were mapped alongside SEND children to ensure the school had a full understanding of high needs classes. The majority of funding was used to ensure that we employed teaching assistants to provide targeted support for pupil premium children.

Funding partly secured a full time Learning Mentor and full time SENDCO. Both were vital, as a substantial number of pupil premium children were also on the SEND register. An achievement, without doubt, was the work undertaken to meet the social and emotional needs of these children. This included maintaining very strong links with Cluster Services to support key children and their families. Additional work was required to support persistent absentees, including the support of the local authority Attendance Officer.

Termly pupil progress meetings ensured that Senior Leaders and Teachers maintained focus on monitoring progress and attainment, putting into place immediate plans where needed. All staff were aware of who these children were and demonstrated keenness to work together to diminish gaps. 

The key improvement factors for 2017-18 were:

  • raising awareness for all staff
  • embedding the vision that all teaching for all children must be of high quality if the needs of pupil premium children are to be met.

2017-18 Key Outcomes:


  • In July 2018 there were 12 pupils in Year 6 that were identified as Pupil Premium. 
  • At the end of KS2 the attainment of disadvantaged learners has remained fairly static over the last three years in all three subjects and remains well below that of other pupils and disadvantaged pupils nationally. However, in 2018 progress measures for disadvantaged learners improved in reading and most notably in maths, both now being positive for the first time since the last inspection.
  • At KS1 the proportion of pupils achieving the expected standard in reading, writing and maths has increased each of the last two years. Whilst this is still below the attainment of other pupils, the gap is closing.
  • The school has introduced a more focused and structured approach to the teaching of phonics from the early years into Y1. The school tracks the progress of pupils closely towards achieving the national threshold at the end of Y1. In 2018 50% disadvantaged pupils achieved the threshold. Work is on-going to support those pupils who did not meet the standard last year to achieve this by the end of Y2.
  • In 2018 only 14% disadvantaged learners in the EYFS achieved a good level of development. Current tracking suggest that this figure is set to rise considerably, largely as a result of the improvements that have been made to support pupils early writing.


  • 25% of these Pupil Premium Pupils achieved the expected standard in combined Reading, Writing and Maths, 50% lower than the national benchmark.
  • 17% of these Pupil Premium Pupils achieved the higher standard in combined Reading, Writing and Maths, 5% above the national benchmark.
  • 42% of Pupil Premium Pupils achieved the expected Standard in reading compared to national benchmark of 80%.
  • 17% of Pupil Premium Pupils achieved the higher level in reading compared to the national benchmark of 33%.
  • 33% of Pupil Premium Pupils achieved the expected Standard in writing compared to national benchmark of 83%.
  • 17% of Pupil Premium Pupils achieved the higher level in writing compared to the national benchmark of 24%.
  • 50% of Pupil Premium Pupils achieved the expected Standard in maths compared to national benchmark of 81%.
  • 25% of Pupil Premium Pupils achieved the higher level in maths compared to the national benchmark of 28%.

Average scaled scores

  • The average scaled score for Reading was 100.6 compared to 106.1, the national benchmark.
  • The average scaled score for Maths was 101.9 compared to 105.4, the national benchmark.

Average progress scores

  • The average progress score for reading was 0.50 compared to a national average of 0.31 for non-disadvantaged.
  • The average progress score for writing was -1.00 compared to a national average of 0.24 for non-disadvantaged.
  • The average progress score for maths was 2.07 compared to a national average of 0.31 for non-disadvantaged.


The Pupil Premium grant received for 2016-17 is £116,890. The Pupil Premium Plan for 2016-17 can be viewed below.

click here for pupil premium expenditure plan 2016-17

click here for targeted support strategy plan 2016-17

2016-2017 Key Outcomes

Key Stage 2

  • In July 2017 there were 14 pupils in Year 6 that were identified as Pupil Premium.
  • 43% of these Pupil Premium Pupils achieved the expected standard in Reading, Writing and Maths, 2% higher than the Local Authority but 4.2% lower than the National Average.
  • 46.7% of these Pupil Premium Pupils achieved the expected Standard in Reading compared to 55.1% in the Local Authority and 59.8% Nationally.
  • 21% of Pupil Premium Pupils achieved the higher level in reading compared to the National Benchmark of 29%
  • The average score for Reading was 102 compared to the National benchmark of 105.3
  • 50% of these Pupil Premium Pupils achieved the expected Standard in Writing compared to 56.9% in the Local Authority and 65.9% Nationally.
  • 7% of Pupil Premium Pupils achieved the higher level in Writing compared to the National Benchmark of 21%
  • 53.3% of these Pupil Premium Pupils achieved the expected Standard in Maths compared to 58%% in the Local Authority and 63.3% Nationally.
  • 7% of Pupil Premium Pupils achieved the higher level in reading compared to the National Benchmark of 27%
  • The average score for Reading was 101.7 compared to the National benchmark of 105.3
  • The Average Scaled Score for Reading and Maths was 101.9


The Pupil Premium grant received for 2015-16 is £120,908. The Pupil Premium Plan for 2015-16 can be viewed below.

click here for pupil premium expenditure plan 2015-16

click here for targeted support strategy plan 2015-16

2015-16 Key Outcomes:      

  • 3/11 children made more than expected progress in all subjects
  • 3/11 children made less than expected progress in one subject.
  • 4/11 children made less than expected progress in all subjects.
  • Most children did not make expected progress in Reading (8/11). 1 child achieved a progress score of above +5.0. 5/11 met the expected standard.
  • 7/11 children made more than expected progress in Writing with 3 children achieving a score of above +5.0. Average progress for this group was affected by the poor progress of 3 children. 7/11 met the expected standard.
  • 5/11 children made more than expected progress in Maths. 1 child achieved a score of above +5.0. Average progress for this group was affected by the poor progress of 3 children. 5/11 met the expected standard.
  • Compared to 2015, the gap to national for the percentage of children achieving the expected standards increased by 9% in Reading to -29%, reduced by 8% in Writing to -21% and increased by 6% in Maths to -29%. The gap remained the same for Reading, Writing, Maths combined (-35%).
  • Between 2013 and 2015, Value Added Scores and Average Point Scores for Disadvantaged pupils increased overall and in all subjects separately.
  • All pupils in all classes benefited from access to additional teaching assistant support as this was a key focus of expenditure.

SEND (Local Offer)

The Children and Families Act was passed in March 2014 and makes wide ranging reforms to services for children and young people, including services for children and young people with special educational needs and disabilities (SEND). The Act must be implemented from September 2014. A new code of practice has also been drafted to provide guidance to local authorities and their partners, including schools. The Local Offer is one of the new requirements of this Act.

In brief, the Act aims to achieve the following:

A new joint, multi-agency approach to statutory assessment and care planning, with existing statements of SEN replaced with joint multi-agency Education, Health and Care Plans (EHC Plans). This will streamline services and ensure families do not have to ‘tell their stories’ multiple times. It will also be quicker, with only 20 weeks for the new process, instead of the current 26 weeks.

More personalisation of services, including personal budgets. Families with the new EHC Plans will have more input into decisions about the services they access and how the budget associated with their EHC Plan is spent. This could include families choosing to receive and manage the budget themselves.

Better information about what services are available and how families can access them, published in a ‘Local Offer’ of information. This will empower families to know what they are entitled to access and make choices to meet their individual needs.

This guidance focuses on the Local Offer. Families can email for factsheets for schools on EHC Plans and personal budgets.

Click here for SEND Core Offer


Statutory guidance Working Together to Safeguard Children states that schools and further education institutions, including academies and independent schools, should have in place a number of arrangements as part of their duty to safeguard and promote the welfare of children. This includes measures that deter actions that can lead to safeguarding concerns. In our school these arrangements include:

  • a culture of observing and listening to children, taking onto account their wishes and feelings
  • statutory safer recruitment practices
  • appropriate training, supervision and support for staff
  • the implementation and regular review of of a range of clear policies 
  • action to support whole school and target groups
  • action to prevent recurrence of behaviours or risks identified 
  • key messages to all stakeholders

We frequently tell children that the most important work of the school is "keeping everyone safe and happy". This concept underpins all that we do and all that we believe in. Children know that there is a strong focus on keeping them safe, and that they play a role in making sure this happens. We have appropriate polices that are embedded in practice. All staff have at Child Protection Training at least every three years. Our named Child Protection Officers update their training as required and meet regularly to discuss school context and on-going concerns. We have strong partnerships with a wide range of agencies and this supports the safeguarding work of the school.

Section 175 of the Education Act 2002 requires local authorities and the Governing Bodies of maintained schools to make arrangements to ensure that their functions are carried out with a view to safeguarding and promoting the welfare of all children. Governors and staff at Drighlington Primary School take this role seriously. Staff training and policies are kept updated and there are named Child Protection Officers in school. We work with a range of agencies who support and advise us. We believe that parent partnership is key to our success. The following documents may be useful to families who have concerns about the well being of children.

Click here for guidance on Keeping Children Safe in Education

Click here for guidance on Working Together To Safeguard Children

Click here for Child Abuse Summary Guidance

Click here for link to Section 175 Education Act 

Pastoral Care

We are committed to providing a safe, secure, happy, caring and supportive environment, recognised by Ofsted. All the staff, both teaching and non-teaching, have a responsibility for the children at our school and parents should feel secure that their children are in safe hands. The children remain with their class teacher for most of the time where a strong, secure relationship is fostered. Pastoral care is essential and is provided in a positive and sympathetic way by our staff, who take the pastoral part of their role very seriously. If children have concerns about work or relationships we have strategies for dealing with them in a sensitive and caring way. We work in partnership with parents and it is helpful if parents let us know of any changes in home circumstances that might affect their child. Personal information is, of course, treated sensitively and in confidence. 

We aim to create a healthy environment and children are not allowed to bring sweets to school. This includes birthday and family holiday treats. We do not give sweets as rewards for good behaviour or successful learning. We encourage children to bring their own fresh or dried fruit for morning break and to bring a fresh bottle of water into school each day in a labeled bottle. This ensures that children are refreshed and do not become dehydrated during the day. Children are encouraged to drink sufficient water and are allowed to wear sunhats and sunglasses during the summer months. 

Early Morning Arrival and Supervision

Classrooms are open from 8.45 a.m. and we ask that children other than those attending Breakfast Club do not arrive before this time as we do not provide early morning outdoor supervision. Parents are responsible for their children before 8.45 am. Children may come to school on scooters, skateboards etc. but they must NOT ride them within school premises. We are sorry but we have no facility for storage, so these items need to be taken home by adults.

Lunch Times

Lunch time is an important social occasion. There are senior lunchtime supervisors and a team of midday assistants on duty to care for the children. We have a significant number of first-aiders in school and children are encouraged to play games and take physical exercise. Children may either have a school lunch or a home-packed lunch. All infant children are eligible for a free school lunch. School lunches are prepared in our kitchen and served in our halls. The meals are very popular, of a very good standard and offer a choice of main courses and desserts. We ask families, to inform school if their child has any special dietary needs or allergies. In home packed lunches children may bring fruit juice, but no fizzy pop and no sweets or chocolate bars. Families are asked to give a period of notice of at least two weeks if their child is changing from school lunches to home packed lunches or visa-versa, and this should preferably be in writing. Families can register to pay for school lunches through Parent Pay, an online service, and information about how to do this can be obtained from our school office. Families that think they may be eligible to claim free school meals can also contact the school for advice and support.

Medical Care

Many members of staff are trained to provide first aid to children and adults in our school. Pupils who are unwell should not be sent to school.

When a child has suffered diarrhoea or sickness it is imperative that they do not attend school until 48 hours without symptoms has elapsed.

For safety reasons, pupils must not bring medicine to school and staff are not permitted to administer medication unless there is a special arrangement - we can only do this with medication that is provided by a General Practitioner, is clearly marked with the practitioner’s label showing the child’s personal details and is obviously within use by date. Parents must always visit the main office and sign a medication form if their child is to be given medication as detailed above.

It is essential that we have a contact telephone number so that children who are unwell or have an accident can be collected by a parent, carer or relative. This must be kept updated. Children may bring lip salve to school but this must be used in emergencies only and kept by the teacher or in children's personal trays - children must be made aware that they cannot share lip salve with their friends. 

Head Lice

Within most schools at any one time, there will be a small number of children infected with head lice. Infection levels remain fairly constant so we need your help to combat the bugs! We understand your frustrations and concerns regarding head lice. Here are some answers to your questions:-

Who is responsible for the prevention of head lice?

It remains parental responsibility to detect and administer treatment for head lice to their own children.

Why do you not exclude children from school who have head lice?

This is not an option. The Department for Children, Schools and Families advises that children should not be excluded. The reason for this is that although head lice are unpleasant it is not classed as an infectious disease, which warrants keeping a pupil away from school.

Why will we no longer receive letters when there is an outbreak of head lice?

Most schools are likely to have a few children with head lice at any one time. On that basis, ‘alert’ letters could potentially be required every day of the school year. ‘Alert’ letters also frequently lead parents to attempt to treat their children preventatively, which is neither effective nor advised. Head lice infection cannot be prevented, and over-use of insecticide treatments may lead to resistance.

What is the school doing to help control infection?

Although schools no longer have ‘nit nurses’ or do termly checks we do still have an important role in supporting parents in managing the problem. By working closely with parents and children and promoting the head lice policy we can hopefully make a difference. We will provide advice and support to parents by promoting our new campaign ‘Once a week, take a peek’. If your child is suspected of having head lice we will inform you directly and request that you check your child and treat if necessary.

What can I do as a parent to help control infection?

As previously mentioned, it is parental responsibility to detect and administer treatment for head lice to their own children. We would like you to check your child for head lice once a week using a nit comb which are available from the local chemist. From time to time you will receive ‘Once a week, take a peek’ messages to remind you of our campaign to ‘take a peek!’ in your child’s hair. This is a reminder to check your child’s hair as head lice don’t always cause an itchy scalp (head) so many people will be unaware that they are infected. We understand girls like to wear their hair down but we do suggest that long hair is tied up to minimise head to head contact in school. Treating head lice is not a problem. Detection and effective ongoing treatment of head lice is key to reducing outbreaks.

What If Head Lice Are Still There After Treatment?

If you still find live lice after you finish the treatment either its failed or there has been a re-infestation. If the treatment failed you’ll usually find lice of all stages but a re-infestation will have less lice if discovered quickly. You’ll need to treat again so make sure:

  • If you’re using an pesticide change to a different type of treatment
  • You use a good quality comb if you’re using the ‘Bug Busting’ method
  • You read the instructions carefully and follow them exactly
  • You use enough treatment to cover the whole head and full length of hair
  • You leave the treatment on for long enough
  • You complete the treatment course

How Do I Get Rid of Head Lice?

Wet combing method.

The wet combing (‘bug-busting’) method is physically removing lice using a nit comb, without using chemical treatments. This method can be helpful because head lice are growing increasingly resistant to the insecticides used to remove them. However, success depends on adopting a painstaking approach of regular and thorough combing. The best procedure is as follows:

  • Wash the hair as normal using an ordinary shampoo.
  • Apply conditioner liberally to wet hair (this causes the lice to lose their grip).
  • Comb the hair through with a normal comb first, until the comb runs freely.
  • Then, with a fine-toothed nit comb, comb from the roots along the complete length of the hair and after each stroke, check the comb for lice and wipe it clean. Work methodically over the whole head for at least 30 minutes.
  • Rinse the hair as normal.
  • Repeat every three days for at least two weeks.

Medicated lotion or rinse

Ask your pharmacist for an over-the-counter insecticide lotion or dimeticone (non-insecticide) lotion. Only use a lotion if you find a living (moving) head louse. Apply the preparation according to the instructions, and remove the lice and eggs with a fine-toothed nit comb. Take care when applying treatment, because the preparations are usually toxic. The normal advice is to treat once, and repeat seven days later:

  • insecticide lotion should be left on for 12 hours or overnight and repeated after seven days;
  • dimeticone lotion should be left on for eight hours or overnight and repeated after seven days.

Make sure you have enough lotion to treat all those affected in your family. The lotion may be capable of killing eggs, as well as lice, but there is no certainty of this. Check for baby lice hatching out from eggs three to five days after you use it, and again at 10-12 days.


If the lice appear to be unaffacted by the product (some lice may have developed resistance to a particular insecticide) or if the problem persists, take advice from your school nurse, health visitor, pharmacist or GP.


Always ask for advice before using medicated lotions on young babies (under six months), pregnant women or people with asthma or allergies, and always read the instructions carefully. Pregnant women are advised to use either wet combing or dimeticone, which is licensed for use in pregnancy and breastfeeding

How Do I Look For Head Lice?

To diagnose a case of head lice you need to find them alive. This is when you need to use a treatment. They move fast and are small – so they can be hard to find! Head lice range in sizes from a full stop to a sesame seed.

Where to Peek:

  • Close to the scalp
  • Behind the ears
  • The back of the neck
  • The top of the head
  • Under the fringe

What to Peek for:

  • Adult lice are 2-4 mm long. Immature lice are even smaller
  • Live lice remain close to the scalp
  • Nits are dead or empty egg shells. Simply remove these by comb/hand

Checking for lice might not be your idea of fun but it’s really no big deal and shouldn’t be a stressful experience for you or your child. It is just a normal part of every family’s personal hygiene routine, like brushing your teeth or washing your hair, so a good time to do it would be watching the TV or at bath-time. You could make this experience even more stress-free by:

  • Showing your child how to check their own hair
  • Using the weekly peek as an opportunity to tell a story or ask about their day
  • Asking them to check your hair for you
  • Rewarding your child for each week’s successful search
  • Turning it into a fun game of hide and seek
  • Putting their favourite TV programme on whilst checking

Good lighting is important and so is comfort! Comb for lice, parting hair in small sections and returning from time to time to areas you’ve already covered just to make sure.

Head Lice, the Facts!

Head lice are live insects. Their empty eggs are called nits. Lice are wingless insects that hold on to the hair, feeding from the blood in the scalp. They spread through head-to-head contact but contrary to common belief, they do not jump. Adult females live for up to a month and lay around five eggs a day. Head lice are seen as part of school life – as children spend so much time playing and learning together, it is very easy for them to spread. Lice also spread when heads come in contact so sleepovers, after-school activities, playing with friends and visiting family are also common places for children, and adults, to pick them up and pass them on.

Key Head Lice Facts:

  • Head lice are common among young children and their families
  • Head lice don’t spread disease
  • Head lice can be spread from adults to children and back again
  • There’s nothing to be embarrassed or ashamed about having head lice
  • Having head lice has nothing to do with good or bad personal hygiene
  • Lice eggs hatch after around 7 days so two applications are always needed to make sure all lice have been killed
  • There are pesticide, non-pesticide, combing and alternative treatments on the market. Your pharmacist will be able to help you work out which is best for you and your family

Ask For Help

If you are at all worried, please ask us for help. We may be able to help, or advise where to go for help if head lice persist.

Useful Health Agencies

We aim to support children and families in every way possible. Whilst we have a great deal of expertise in school, there are some aspects of health advice that we are not best placed to offer, such as guidance on how to respond to drug and alcohol abuse. Families are more than welcome to come into school at any time and ask for our support. If we cannot help you we will signpost you to other people who can. In the meantime, here are some agencies that may be able to help: 

St George's Hospital, Middleton, Leeds, LS10 4UZ. Telephone: 0113 392 9801

For general information about Leeds hospitals try the website

For information about asthma medication try the website

For information about meningitis or septicemia symptoms go to

Data Protection and GDPR

What is GDPR?

The European Commission (EC) has passed GDPR as a Regulation to strengthen and unify data protection laws for European Union (EU) and UK Citizens not just in the EU but working outside of the EU as well. GDPR also addresses the transfer of personal data outside the EU.

We currently hold a wealth of information for a variety of purposes. GDPR is about tightening up data security, who has access to that data and how it is used. We already have policies in place around the use and storage of data. We have an obligation to ensure that data is protected and this is an obligation we are duty bound to meet and take extremely seriously. Due to the sensitive nature of the data we hold, many elements required for GDPR are already in place. We are working to guidelines and will make any changes necessary to comply with the legislation in our system, policies and staff training.

Privacy Notice - Pupil Information

Privacy Notice (How we use pupil information)

Why do we collect and use pupil information?

We collect and use pupil information under the Data Protection Act 1998 (DPA) and “Article 6” and “Article 9“ of the General Data Protection Regulation (GDPR).  Article 6 (GDPR) condition: Processing is necessary for compliance with a legal obligation to which the data controller is subject.  Article 9 (GDPR) condition: For substantial public interest on legal basis.

 We use the pupil data:

  • to support pupil learning
  • to monitor and report on pupil progress
  • to provide appropriate pastoral care
  • to assess the quality of our services
  • to comply with the law regarding data sharing

We may also receive information from their previous school or college, local authority, the Department for Education (DfE) and the Learning Records Service (LRS).

Note: Schools and local authorities have a (legal) duty under the DPA and the GDPR to ensure that any personal data they process is handled and stored securely.

The categories of pupil information that we collect, hold and share include:

  • Personal information (such as name, unique pupil number and address)
  • Characteristics (such as ethnicity, language, nationality, country of birth and free school meal eligibility)
  • Attendance information (such as sessions attended, number of absences and absence reasons)

Collecting pupil information

Whilst the majority of pupil information you provide to us is mandatory, some of it is provided to us on a voluntary basis. In order to comply with the General Data Protection Regulation, we will inform you whether you are required to provide certain pupil information to us or if you have a choice in this.

Storing pupil data

We hold pupil data for no longer than is necessary. Full details of data retention lists can be found in the Records Management Society’s (RMS) Retention Guidelines for Schools:

Who do we share pupil information with?

We routinely share pupil information with:

  • schools that the pupil’s attend after leaving us
  • our local authority
  • the Department for Education (DfE)
  • NHS (for inoculations, etc)

Why we share pupil information

We do not share information about our pupils with anyone without consent unless the law and our policies allow us to do so.

We share pupils’ data with the Department for Education (DfE) on a statutory basis. This data sharing underpins school funding and educational attainment policy and monitoring.

We are required to share information about our pupils with our local authority (LA) and the Department for Education (DfE) under section 3 of The Education (Information About Individual Pupils) (England) Regulations 2013. 

Data collection requirements:

To find out more about the data collection requirements placed on us by the Department for Education (for example; via the school census) go to

The National Pupil Database (NPD)

The NPD is owned and managed by the Department for Education and contains information about pupils in schools in England. It provides invaluable evidence on educational performance to inform independent research, as well as studies commissioned by the Department. It is held in electronic format for statistical purposes. This information is securely collected from a range of sources including schools, local authorities and awarding bodies.

We are required by law, to provide information about our pupils to the DfE as part of statutory data collections such as the school census and early years’ census. Some of this information is then stored in the NPD. The law that allows this is the Education (Information About Individual Pupils) (England) Regulations 2013.

To find out more about the pupil information we share with the department, for the purpose of data collections, go to

To find out more about the NPD, go to

The department may share information about our pupils from the NPD with third parties who promote the education or well-being of children in England by:

  • conducting research or analysis
  • producing statistics
  • providing information, advice or guidance

The Department has robust processes in place to ensure the confidentiality of our data is maintained and there are stringent controls in place regarding access and use of the data. Decisions on whether DfE releases data to third parties are subject to a strict approval process and based on a detailed assessment of:

  • who is requesting the data
  • the purpose for which it is required
  • the level and sensitivity of data requested: and
  • the arrangements in place to store and handle the data 

To be granted access to pupil information, organisations must comply with strict terms and conditions covering the confidentiality and handling of the data, security arrangements and retention and use of the data.

For more information about the department’s data sharing process, please visit:

For information about which organisations the department has provided pupil information, (and for which project), please visit the following website:

To contact DfE:

Requesting access to your personal data

Under data protection legislation, parents and pupils have the right to request access to information about them that we hold. To make a request for your personal information, or be given access to your child’s educational record, contact: 

Mrs S Jackson, Head Teacher, Drighlington Primary School, Moorland Road, Drighlington, Bradford, BD11 1JY.

You also have the right to:

  • object to processing of personal data that is likely to cause, or is causing, damage or distress
  • prevent processing for the purpose of direct marketing
  • object to decisions being taken by automated means
  • in certain circumstances, have inaccurate personal data rectified, blocked, erased or destroyed; and
  • claim compensation for damages caused by a breach of the Data Protection regulations

If you have a concern about the way we are collecting or using your personal data, you should raise your concern with us in the first instance or directly to the Information Commissioner’s Office at


If you would like to discuss anything in this privacy notice, please contact: Mrs S Jackson, Head Teacher, Drighlington Primary School, Moorland Road, Drighlington, Bradford, BD11 1JY 

Information Commissioners Office

Privacy Notice for School Workforce