At the Gateway Academy we have used the additional funding provided through the Pupil Premium scheme in a variety of ways, with groups of targeted students to ensure that those with FMS or LAC are making accellerated progress and that gaps in attainment are closing.  Whilst many of the activities are targeted towards students who are entitled to FSM, in our community there is little difference between those enitiled and not-entitled to the Pupil Premium, therefore, the Gateway Academy operates an open access policy to the majority of activities. The progress in attainment can be seen in the Principal’s Report to the Local Governing Body and the CEO’s Report to the Board of Directors.

Headline data from the current school evaluation form.

Ofsted Framework: For pupils for whom the pupil premium provides support, the proportions [making expected progress] are similar to, or above, those for other pupils in the school or are improving.

  • Tracking data indicates that 79% of Year 11 students entitled to Pupil Premium are predicted to make expected progress in English compared with 77% of those not entitled [a positive difference of 2%].  This represents a significant improvement from 2013 when that gap was -16%. Source: RAISEonline Table 5.2.2.  On entry to the Academy, the difference in attainment between PP and Non-PP was -31% for English (76% of Non PP and 45% of PP achieved L4+)
  • Data shows 80% of Year 11 students entitled to Pupil Premium will make expected progress in Maths compared with 76% of those not entitled [a positive difference of 4%]. This represents a significant improvement from 2013 when the gap was -15%. Source: RAISEonline Table 5.2.1.  On entry to the Academy, the difference in attainment between PP and Non-PP was  -37% for maths (71% of Non PP and 34% of PP achieved L4+)

The activities and resource allocations are as follows:

Funding Focus



1.     The part funding of an Educational Welfare Officer (EWO) to address the poor attendance of ‘hard to reach’ pupils and to work with other students to address barriers to learning.

The EWO is working with Academy pastoral staff to:

  • establish policies and systems that will encourage good attendance;
  • lead the team of Attendance Ambassadors;
  • prepare the papers when prosecutions are necessary;
  • maintain a case-load of up to 20 targeted families to secure improved attendance;
  • 6 families have now been through or are in the process of prosecution  and this has had an impact on many families, ensuring their children’s attendance improves to avoid this consequence.

2013-14 Target

Current (as end of April 14)



all students









Persistent Absence

< 8%





2.     The part funding for Attendance Ambassadors who work in the community visiting homes of targeted students whose attendance is below the Academy’s target.

  • 1,498 visits have been made to GA families during the academic year to 30 April;
  • In 3 logged incidents to date, pupils have been referred to Social Services due to safeguarding issues that would have otherwise gone unnoticed;
  • This work is part of the targeted approach that is having a positive impact on overall attendance and a reduction in the level of PA across the school; Parents are now aware that they are likely to receive a visit to talk about their child’s absence;
  • Visits have helped to reinforce the GLC policy that illness will not be authorised automatically if a student’s overall attendance is 90% or lower, unless it is accompanied by a medical certificate.


3.     The appointment of an Inclusion Leader who will provide targeted support to ensure the well-being of FSM [and other students] and to ensure that they are ready to access learning in the classroom.

  • The Inclusion Leader works with students and their parents to reduce any existing barriers to learning.  The Inclusion Leader has a particular focus on students that are entitled to the Pupil Premium, paying particular attention to their academic progress as well as their emotional development;
  • The Inclusion Leader sign-posts students and families to specialist services and link with these to ensure all relevant information is communicated between the agencies involved.


4.     Three additional teachers employed in English, Maths and Science in Years 9, 10, 11 to create smaller classes and improving access to 1-2-1 and small group in-class interventions



% of Y11 students making expected progress

% of  Y11 PPG making expected progress



(all students)

Predicted A*-C

(all students)











Figures accurate as of May 2014


5.     To provide a one week Summer School targeted at FSM students but open to all, to ensure an effective transition to Year 7

  • 54 students with FSM attended during the course of the week;
  • The feedback has been 100% positive showing that students who take part in transition activities are more confident when they start Year 7;
  • 74% if these students remain on or above target in English and 72% in Maths.


6.     To provide additional targeted support for FSM and other students at risk of not achieving their target grade through the provision a GCSE PE Residential Course


No. Attending

% making expected progress


As an outcome of the residential 100% of students are making expected progress with 86% on target to achieve their targeted grade.


7.     Go Girls and Go Boys Self-Esteem Groups have been established to provide targeted FSM and other students with the skills to cope with the many settings and situations that a day at school will involve.

Four groups have operated during the course of the year, two for Year 10 girls; two for Year 9 girls; as well as a number of 1-1 sessions. Each course lasts for ½ a term consisting of a weekly 1-hour session.

Year 7 & 8 students who lack self-esteem inside or outside of school have been targeted and the feedback from teachers says that there is evidence that they are more willing to speak out in class and ask questions. They are also more confident when working in small groups.

Each group completes an evaluation at the end of the course outcomes are as follows:




I enjoyed the group



I now feel more confident to deal with bullying in the future



The support DVD was useful



The group exercises were useful




8.     To provide targeted support for targeted Key Stage 3, 4 and 5 students [and some Key Stage 2]

To provide targeted support and early intervention, through the Academy’s previous Connexions Advisor, for vulnerable students to maintain them in full-time education and to support their progression to post-16 opportunities.  

Approximately 300 consultations have been completed with Year 10 or Year 11 students since September.  Over 70% of the meetings have been with PP students.  The aim has been to work on the relationship between school results and success in the workplace as well as driving aspirations for higher level qualifications and particularly entry to Level 3 courses. Many of the students who have been referred to the service have been struggling with motivation.  Students report that the service provides excellent support, guidance and information.

Vulnerable students are identified and referred by tutors and via the Gateway Academy and the GLC Inclusion Panel.


  • Students NEET in 2013: 1%
  • Satisfaction surveys : 100% positive


9.     To provide additional support for students who have English as an additional language through an EAL specialist teacher.

  • During the academic year 2013-14, 12 pupils have received intensive one-one and small group intervention;
  • These pupils have good attendance. The vast majority are making good progress.  Maths is less problematic than English.


10.   Counselling services have been arranged for those targeted students who are unable to operate effectively in the classroom setting for a wide variety of reasons.

  • 22 pupils from Key Stages 3 & 4 have accessed the counselling courses throughout the year [17 are PP students];
  • Pupils and parents are very grateful for the provision and have said repeatedly that the counselling has resulted in a significant change of attitude at home and at school;
  • Evidence from entry and exit questionnaires indicates that 82% of students have made significant improvement in target areas;
  • 77% of students have shown improvements in the levels/grades in three of more of their subjects since accessing the counselling.


11.   An Outreach Worker has been employed to work directly with students and their families to address what are often complex barriers to attendance and learning

  • The Outreach Worker [OW] has worked with 19 families to date;
  • She works with a case-load of 12 families at any one time;
  • 78% of the students have made improvements to their attendance and attitudes to school;
  • 68% have shown improvements in level/grades in three or more subject areas;
  • The OW has also supported families and signposted them to relevant services where the parents have not known in which direction to turn for support;
  • The OW has also supported a number of students to become involved in positive activities within the Academy and in the wider community.  Three students have started additional sessions in school to learn a musical instrument.  One student has been supported to join the Sea Cadets funded by the Academy and one student has joined a local scout group.


12.   GOAL project

  • Currently 12 Year 8 and 4 Year 7 students are involved in this extra-curricular activity.  It combines the development of football skills with positive mentoring and personal development skills. There have been significant improvements in the behaviour of 11 of the 16 students on the programme.  Teachers have commented on higher levels of concentration by the students on the programme.  The programme will be fully evaluated upon completion.


13.   Focus Friday Trip Funding

  • Every two weeks in the Academy’s Focus Friday, students have opportunities to widen their cultural understanding and insights of the world beyond Tilbury and Chadwell St Mary. Over 150 PP students have been supported in this way to date.


14.   Breakfast/Homework Club

  • Targeted students are invited to attend focussed sessions in subjects where they are below their target grade;
  • Targeted students have also received additional support to finish or improve their coursework;
  • Groups of Year 7 and 8 students are attending Breakfast Club to improve their English and/or maths levels.


15.   Intervention TA

A vacancy exists for a TA to provide 1-2-1 and small group intervention support.


16.   Intervention English Teacher

A supernumerary qualified teacher is working with targeted groups of students to improve their attainment and progress.

As a result of this work with Year 11 students, 79% are now on track to make expected progress [this is 10% above the 2013 National Average of 69%].


17.   Contingency to fund support that is identified during the course of the year.

  • £15,545 spent to date;
  • TGA Tuesday additional teaching in Maths to work with targeted students in Year 8;
  • Additional English and Maths intervention targeted at PP students during and after the school day with LSAs and specialists [focus on Year 7 and 8 students];
  • Maths consultants in to work with PP students in Year 7 to raise attainment;
  • Funded Year 11 English trip to London to support PP students writing a piece of coursework based on experiences outside of Tilbury and Chadwell St Mary.
  • Maths tutor for three targeted Year 11 students;
  • PET-XI in Year 11 Maths intervention over the May half-term for targeted students.


18.   Off site ‘turnaround’ provision

  • This provides tailored 1-1 support for students who find it difficult to function in a mainstream setting. Interventions and on-going support aims to help students to be successfully reintegrated into the classroom;
  • To date 26 students have been referred to the turnaround service and have been provided with intensive support to improve the areas where they have difficulty in school.
  • There has been a very high success rate.  Of the 26 students who have attended the placement, 20 have shown significant improvements in the level of concentration and attitude to learning.