What is Pupil Premium?

The Pupil Premium is a grant from the government to help disadvantaged young people do well at school.  The funding is allocated to schools for children from Reception to Year 11 who have registered for free school meals in the last six years, are in care or have parents/carers in the Armed Forces.

Identifying Target Students

Our research indicates the the following factors often contiribute together or in combination to the lower achievement of disadvantaged young people these include:

  • Poor attendance
  • Low aspirations
  • The impact of inneffective parenting
  • Social and interpersonal barriers that ofen manifest themselves in poor behaviour
  • Poor progress through their formative years

In the Academic year 2015-2016 there are 475 students [which is 48% of the students population] who are regarded as ‘disadvantaged’ and therefore entitled to the Pupil Premium.

The allocation of resources

In order to address the above, we have decided to use our funding in the following way:

Funding Focus



To address poor attendance we have part funded for disadvantaged students an Educational Welfare Officer who targets ‘hard to reach’ students and works with them and their families to address barriers to attending school.










The EWO has established a centralised Attendance Team across the GLC to:

  • Establish policies and systems that will encourage good attendance.
  • Prepare the court papers when necessary [in the academic year 2015-2016, there was 1 prosecution and 31 penalty notices served].
  • Maintain a case-load of up to twenty targeted families to secure improved attendance.













Attendance all






Attendance PP






Persistent Absence [PA]












Non ppi PA






*Please note that the threshold for reduces from 15% to 10% for this first time in 2015-16


To address poor attandance we are part funding for disadvantaged students  Attendance Ambassadors who work, under the direction of the EWO, in the community, visiting homes of targetted students whose attendance is below the Academy’s target.

As at the end of July 2015, nine hundred and seventy one documented visits were made to GA families during the academic year.  Of these seven hundred and twenty eight visits were to those entitled to Pupil Premium funding. 

  • There are year on year improvements in the attendance and reduction of PA of disadvantaged students since this inititive began.  Please note in the academic year 2016-2017, the persistent absence upper threshold target will be the same for disadvantaged and non-disadvantaged students.
  • 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(persistent absence) across the Academy. Parents/carers are now aware that they are likely to receive a visit to talk about their child’s absence if their child is not at school.
  • Visits are helping to reinforce the GLC policy that illness will not be authorised unless it is accompanied by a medical certificate.


To address low aspirations we are part funding 12 coaching staff to provide targeted support each day to disadvantaged students. Coaches work to improve emotional, mental and academic capabilities.

Coaches are also a key link with the Academy and parents.


  • The coaches work with students and their parents to reduce any existing barriers to learning.  They have a particular focus on students that are entitled to Pupil Premium funding, paying attention to students academic progress as well as their emotional developmnet.
  • The coaches sign-posts students and families to specialist services and links with these to ensure all relevant information is communicated between the agencies  involved.
  • The coach is the advocate for the students’ they are coaching in the Academy, they ensure staff fully understand the provision in place for the students’ they are coaching.
  • 63 disadvantaged students are currently being coached as part of the funding agreement.

Impact  -  Attendance

  • 49 of the 63 (77%) students have improved their attendance compared to the same period last year.
  • 27 of those 49 (55%) students have increased attendance be more than 6% compared to the same period last year.
  • 22 of the 49 (45%) students have improved between 0.1 and 5.9% compared to the same period last year.

Impact – Behaviour

  • 48 of the 63 (76%) students have shown improvement in their behaviour compared to the same period last year.
  • 20 of the 48 (42%) students have decreased their number of negative points by over 50% compared to the same period last year.
  • There has been a reduction of fixed term exclusions and internal isolations of the 63 disadvantaged students currently being coached.

Impact –Academic

  • 44 of the 63 (70%) students have shown an increase in academic performoance in 2 of more subjects since being identified and coaching support began
  • 20 of those 44 (45%) have shown accelertaed progress in four subject areas
  • Academic progress is the key theme for the development of the coaching process moving forward


To address low aspirations the Gateway Academy has employed our former Connexions officer to work with vulnerable students and their families to ensure they are well supported in making their post-16 choices.

For the last 3 years, 0% of Year 11 students have been NEET [not in Employment, Education or Training].

One to one support is provided to all year groups throughout the Academy ensuring that up to date, relevant advice and guidance is provided to students.  The service is also available to support parents to help within this process.  In addition to post sixteen destinations, we are able to work with the families of students to further support the students throughout their time at the Academy.  This is centralised around the options guidance, parent evening meetings and Year 10 work experience. The ability to host this service on site means that intervention can be delivered when required and relationships can be built to raise the aspirations and ensure that post sixteen destinations are a focus for the students at all stages in their education.

The most vulnerable students have regular access to work experience meetings, career talks, CV writing support.

We anticipate that at the end of the academic year 2015-2016 all students will have found a suitable placement in education, training or employment.


Year 11 Support Worker.

  • A staff member was employed to work with 17 year 11 disadvantaged boys.  The primary focus of the work was to support students both academically and pastorally to achieve their potential.
  • All 17 boys receive weekly mentoring meetings, one to one support sessions and bespoke academic programmes when required.
  • All of the 17 students have successfully completed their courses and have their post sixteen provision secured for September. Each of the students will continue to be montiored and support provided to ensure smooth transition into their individual destinations.
  • The support worker can direct key intervention to these students and facilitate programmes which meet the direct and immediate needs of these students.
  • Attendance of these students is supported by the support worker ensuring that relationships are built with the families and pastoral support is in place to remove barriers to learning on an individual basis.


In order to address a legacy of poor progress we have invested in three additional qualified intervention teachers that are employed in Maths and English to create smaller class groups at Key Stage 4 and to staff a wide range of intervention groups for students of all ages. 

Progress Predictions for Disadvantaged and non-disadvantaged students Year 11 [2011-2016] 


3 levels progress



Non Dis

2016      Y11

73 [+16]

65 [+22]









3 levels progress



Non Dis

2016      Y11

68 [+13%]









This funding has made a significant difference with progress 22% higher than the previous year in English and 6% higher in Maths.


Year 7-9 students with significant needs are supported to make rapid progress and join mainstream lessons when appropriate.  We have used our funding to provide a primary trained teacher to deliver a tailored curriculum [focussing on literacy and numeracy] to Year 7 students and ensure a bespoke curriculum is in place for Year 8 and Year 9 students.



% predicted to make expected progress by the end of Y7

% predicted to make better than expected progress by the end of Y7








  • Four of the eight students are currently reaching above 95% attendance to date this is a significant improvement on their attendance since the beginning of the academic year.
  • The Boxall Profile which is filled in termly has shown that all students are making progress socially and emotionally and three are now reaching average for developmental statements.  Through this progression students are able to maintain relationships with their peers, communicate their needs and worries more effectively with staff and focus on tasks for longer periods of time all of this will help to support students with their continual progress. 
  • All students are taking part in Open Futures where they have the opportunity to talk about their learning and ask questions in a safe environment.
  • Six of the students have increased their maths ages by at least one year and one of these students has increased their maths age by three years, according to the WRAT testing (testing took place in September 2015 and March 2016).  This means that four of those students are able to access the same curriculum as the mainstream groups.
  • All of the students have increased their reading ages by at least one year accordingly and one student has increased their reading age by three years (testing took place in September and March).  Due to this improvement we are now able to access more age appropriate texts which is helping to build a culture of learning within the group and enusre students have increased confidence in their reading.
  • All of the students have made progress according to their spelling ages with two students increasing by at least one year (testing took place in September and March).  This is making their writing tasks easier for them and means that they find longer writing more enjoyable.
  • From May 2016, three students will have successfully graduated into mainstream lessons full time and all but one will be accessing at least one mainstream subject which is the first step to moving towards a graduation into mainstream learning.
  • One student who was a school refuser spent half a term with Curriculum Plus and eventually moved into mainstream learning successfully.


  • Six students have accessed the provision this academic year.
  • Two students have successfully graduated into mainstream lessons and two other students are now attending mainstream PE lessons.
  • Two students who had been school refusers are now attending regularly.
  • Three of the students have made at least one year progress towards their chronological age in reading (testing took place in September and March).  This means that students are now able to access more of the mainstream curriculum as they can read and interpret the work being set.
  • All students are now regular attenders to school and have regular attendance over 93%. For one student this is an increase of 13% and for another 7% increase.
  • Reported serious incidents for these students have dropped significantly term on term and behaviour points recorded are mostly for minor disruptive behaviour. This means that more emphasis can be placed on learning rather than behaviour.


  • Seven students have accessed this resource so far this academic year, students are taken out of some of their options subjects in order to have additional support with their Maths and English.
  • All of these students are attending school more than 90% of the time which is an improvement of more than 5% for three of the students compared to the same period last year.


Additional Academic Support.

  • Two residential courses were run during this academic year.  The first residential focused on English and maths and the second trip was based on a GCSE PE practical assessment weekend.
  • Forty eight of sixty three (76%) students on the English and maths residential were disadvantaged and funded to attend, all of which were able to secure higher passes in their speaking and listening and course.
  • Three disadvantaged students were fully funded for the PE residential. These student all secured higher passes for the practical element of the PE course.


To provide counselling services for those targeted students who are unable to operate effectively in the classroom setting for a wide variety of reasons.

  • As a group, 15 of the 19 (79%) disadvantaged students accessing counselling are securing 94% or above attendance.  This has significantly improved since starting counselling.
  • 12 disadvantaged students have completed their full sessions allocated except for one pupil who started but is now counselled outside of the Academy.  The other 6 will finish this in Summer Term 2016.
  • Of the 19 students 3 are current year 11.
  • The three year 11 students finished on target to achieve their minimum expected grades. In English, maths and science. (Full report to be written in August)
  • 13 of the 16 are currently on target in English
  • 12 of the 16 are currently on target in maths
  • Also, Ormiston Outreach Support is an additional help to seven of the key students being counselled weekly.


To address issues that arise at home we have used our funding to employ an Outreach Worker 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 24 families from September 2015 – date.
  • She works with a case-load of twelve families at any one time.
  • Fourteen of the students have shown improvements in level/grades in three or more subject areas.
  • The OW has also supported families and signposted those to relevant services where the parents have not known in which direction to turn for support.
  • The OW has supported parents into further education or work.
  • The OW has worked with fourteen families this academic year.
  • The OW has also supported a number of students to become involved in positive activities within the Academy and in the wider community.  Two students currently take part in guitar lessons.
  • The OW has completed two Triple P Parenting Groups for Primary school age children.  Parents that completed commented that they are now following through with relevant consequences for behaviours, sticker charts have worked well, their children listen more and they feel more confident as a parent.
  • The OW has completed two Ormiston Families, NVR Parental Presence groups with 90% of the parents completing the course.  Parents commented that things are now easier at home and they are able to deal with situations without shouting and getting into arguments.  One parent who was concerned about their child’s eating says this has now dramatically improved. 
  • A significant number of families reported improved family relationships.


Year 9 Disadvantaged Focus Group.

  • 19 targeted students are invited to attend focussed after-school sessions in subjects where they are below their target grade.
  • Targeted students also received additional support to finish or improve their coursework at weekends and during school holidays.
  • A select group of Year 9 students have been selected based on entitlement to PPI funding, attendance and progress to work with Celebrity chef Mark Lloyd to cook, prepare and serve a four course meal to up to 100 guests in June 2016.  Students receive weekly motivational videos from Mark and have a bespoke tutor time every Thursday.  Students receive positive telephone calls home when improvements have been made.  Since beginning the course 84% of the students have either improved their attendance or stayed the same.  Only two students have dropped and this has been by less than 1%


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

  • A wide range of interventions and activities will be organised during the course of the year to support the progress of targeted students.
  • 25 students have been highlighted for RAP (Raising Attainment and Progress meetings) this term.  This is a mixture of Year 7 and 8 at least four from each college.  All students focused on are disadvantaged, then identified by progress, attendance below 95% and learning barriers.  Students are spoken to and communication and telephone calls are made with parents to keep them informed of the process and why their child has been identified.
  • KS3 coordinators in English, Maths and Science as well as Lead Coaches and representatives from SEND and other faculties come together to discuss strategies for the students to ensure accelerated progress in lessons and remove any barriers to learning.
  • Co-observations, sharing good practice, linking up with attendance ambassadors where necessary has meant that 84% of the identified students have improved their attendance in the last half term.
  • IPads have been purchased to launch additional literacy intervention and a breakfast club is ready to be launched where students identified at RAP will attend Tuesday, Friday RTL time together in which they will work on app based literacy and numeracy resources tracking progress (Achieve 3000 and My Maths).
  • All students on RAP receive additional reading intervention.
  • 73% of students on RAP have improved their attendance since the spring term.
  • 10 of the 19 students are currently coached by their colleges.


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.
  • Over the last academic year fifteen students entitled to PPI funding have been referred to the turnaround service.  Twelve of the students have significantly reduced the number of negative points they are accumulating since returning to the Academy.


Alternative Education.

  • On site alternative education is being provided this year for a small number of students for whom a ‘mainstream’ curriculum has been unsuccessful.  The aim of this provision is to develop the students’ vocational skills and accelerate their English and Maths skills.  The students are studying English and Maths functional skills courses, City and Guild construction and Motor Maintenance.
  • There are currently nine disadvantaged students in this provision.  Three of these students are Year 11 and they are on target to achieve level 3 English, Maths and Construction qualifications
  • Two Year 11 students that left the provision in the Summer Term 2015 completed their Construction level two qualification as well as English entry level 3.  They have both secured placements at college and have settled in well.  These students would have been permanently excluded without this provision and likely to be NEET.





3 levels progress  4 levels progress
English All PP Non PP SEND All PP Non PP SEND
2015 74% 65% 79% 58% 28% 22% 32% 14%
2014 68% 59% 74% 50% 25% 20% 27% 18%
2013 61% 52% 68% 46% 27% 18% 34%  
2012 70% 63% 78% 45% 12%      
3 levels progress  4 levels progress
Maths All PP Non PP SEND All PP Non PP SEND
2015 67% 56% 75% 35% 29% 19% 35% 8%
2014 65% 49% 75% 35% 20% 14% 24% 7%
2013 71% 63% 78% 36% 31% 19% 41%  
2012 75% 70% 80% 59% 35%      
Data for English shows that 65% of Year 11 students entitled to Pupil Premium will make expected progress compared with 79% of those not entitled [a difference of -14%].

In Maths, data shows 56% of Year 11 students entitled to Pupil Premium will make expected progress in Maths compared with 75% of those not entitled [a difference of -19%]. This represents an improvement from 2013 when 49% of students made expected progress [an improvement of 7%].
  L4+ Attainment on entry Attainment Gap Year 11 Predicted GCSE A*-C Attainment Gap Gap Closed  
Attainment gap Non PP PP + / - Non PP PP + / - + / -  
L4+ on entry  
English 75% 49% -26% 83 50 -33 -7  
Maths 72% 51% -21% 76 54 -22 -1  
E&M 63% 33% -30% 76 47 -29 1  
This table demonstrates that students entitled to the Pupil Premium made better progress from when they entered the Academy in English, mathematics as well as English and mathematics combined.

Gap Funding for Year 7 students


At The Gateway Academy we have developed many robust intervention strategies for our Year 7 students who have achieved below a Level 4 in their English and Maths SATs at Key Stage 2.  All of the strategies are designed to support each individual student to achieve their full potential.  It is essential that we accelerate the progress of these students to ensure that they achieve the required standard and are able to maximise their future potential as we continue to 'Improve Upon Our Best’ and achieve excellence in everything we do.

57 students who entered the Academy were working below Level 4 in Maths and 37 below Level 4 in English.  This is 32% of the total Year 7 cohort, of these, 26 students’ crossover in both English and Maths.

A high proportion of the students are disadvantaged, 69% (the overall average for the school is 49.5%).

Below is a list of strategies that we use to support our students, the gap funding contributes to them all.


In order to address the above, we have allocated our funding as outlined below:

Gap Funding Just Table

In addition, many students receive extra intervention where funding has come from the Pupil Premium fund.  (Please see Pupil Premium document for further details).


Smaller class sizes in Curriculum Plus 7 with a ratio of 5:1 students to staff.

Additional reading intervention with a specialist LSA trained in Accelerated Reader and reading comprehension intervention, Additional Maths and English focused support sessions.

KS3 ALPs (Additional Learning Periods) – an additional hour of teacher input for identified students where gap analysis is used and exit cards are completed to show progress as well as rewarding students for attending.  These taught sessions are delivered by subject specialists after the Academy day has officially ended.

Specialist Literacy and Numeracy support in Key Stage 3.

Sound Training for all 37 identified English students.

Mathletics for all 57 identified Maths students.

Specialist coaches who support students that have barriers to learning.


Many students are identified within their Colleges for pastoral mentoring.  The Inclusion Team are specialists working tirelessly to support our students, liaising with members of teaching staff regarding their mentees academic progress, linking with external agencies when appropriate and home.  It is an extremely valuable resource and greatly appreciated by the students.  Students also read to their mentor daily or if not available another member of staff (many non-teaching staff are involved with this scheme and enjoy interacting with the students greatly).


All SEND students appear on a specialist dashboard where strategies to support students in lessons are consistently logged for use by all teaching staff.


The Academy maintains a relentless focus on improving attendance for ALL students, particularly those eligible for disadvantaged funding.  Rigorous tracking, monitoring and intervention procedures are in place to support all students in meeting the minimum requirement of 95%


Accelerated Reader, improves literacy and encourages reading for pleasure.  It works by testing students’ comprehension once they have read a book, giving incentives as they progress.  In order for the scheme to be effective students must read for a 20 minute periods three times per week.