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Middleton Crescent




Ofsted Outstanding School 2012 | 2013
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Pupil Premium

Pupil Premium Funding 2019/20

Total number of pupils on roll (11-16)

1092 (based on October  2018 census and funding – currently on roll 1200)

Number of pupils eligible for PPG

Currently on roll 36.5% PP

Level of funding


Disadvantaged pupils

Pupil premium per pupil

Pupils in Years 7 to 11 recorded as Ever 6 FSM


Looked after children (LAC) defined in Children Act 1989 as one who is in the care of, or provided with accommodation by, an English local authority


Children who have ceased to be looked after by a local authority in England and Wales because of adoption, a special guardianship order, a child arrangements order or a residence order


Service children:Pupils in year groups reception to year 11 recorded as Ever 6 service child or in receipt of child pension from the Ministry of Defence


In 2011/2012 schools were allocated Pupil Premium (PP) funding for pupils from low-income families who were eligible for free school meals (FSM) or had been looked after continuously for more than six months. From April 2012 the PP was extended to include pupils who had been eligible for FSM at any point in the last six years. A premium has also been introduced for pupils whose parents are currently serving in the Armed Forces. Each secondary FSM ever 6 eligible pupil will attract £935 through the pupil premium.

The Pupil Premium tries to address the current underlying inequalities between children eligible for FSM and their wealthier peers by ensuring that the funding reaches the pupils who need it most.  Individual schools have the flexibility and freedom to use the PP to best effect.

These children are not unseen in our Academy and our staff have a good knowledge and high expectations of every child.

We have a Pupil premium first policy at the Academy, all staff are tasked with ensuring the PP students in their lessons are learning and are making progress. We have a responsibility that when teaching, that PP students have everything they need to access the lesson and to make as much progress as non-PP students.

NFER (National foundation for educational research) Research has identified that the following 7 building blocks are the most effective ways to raise PP attainment:

  1. Whole school ethos of attainment for all
  2. Addressing behaviour and attendance
  3. High quality teaching for all
  4. Meeting  individual needs
  5. Deploying staff effectively
  6. Data driven and responding to evidence
  7. Clear, responsive leadership 

The planned activities and the intended impact for 2019/2020 are listed below. An estimated cost has been applied to each activity. The total cost of activities exceeds the grant, but this reflects the Academy’s culture.

Actions budgeted for 2019/2020 Academic Year

NFER reference



Intended Impact / objective

Approximate Cost

D/ E/ F/ G

Pupil Premium Champion

To directly support PP students’ needs and coordinate actions and impact.

To interview and track the progress of every PP student, with initial focus on year 11.


D/ E

Continued focus on academy –wide objective to boost literacy support. Library Resources including Accelerated Reader. A literacy champion LTA was appointed

Librarian and Champion to embed new reading scheme to include PP pupils. The librarian runs the library, support with literacy and provides a location for more vulnerable students outside lesson time. The librarian will support literacy sessions for targeted PP students and those underperforming in the areas.

To improve literacy levels and encourage reading at school and at home. Ensure that all pupils have access to same reading materials and resources so PP pupils are not disadvantaged and continue to make good levels of progress.




Connect Rooms are run by Attendance Team and SENDCo

“The second common element was a clear strategy relating to behaviour and attendance, incorporating strong pastoral care in the form of social and emotional support and a quick response to non-attendance, as well as working closely with families.” NFER Nov 2015

Full-time support for vulnerable students

To improve student well-being and in certain cases progress and attendance


D/ E/ 

Library Themed events to support literacy

Varied and topical events for all students to encourage young people to read e.g. Harry Potter evening and Superheroes evening

An improvement across the academy in literacy levels and parental engagement

Small resource cost – approximately £500


Breakfast for all students in the canteen from 8:00. Any vulnerable student, who we are concerned about to be provided with a lunch within the FSM total number 

To ensure that vulnerable students start the day having eaten a decent breakfast.

Improve focus in lessons and ensure our students are ready to learn and continue to study at home.

Free as part of negotiated contract with our catering provider.

D/ E/ A

Homework club running every day 2:45-3:45 

PP pupils to be encouraged to attend homework club, run by the library team, where they can complete work with the support of a teaching assistant. 

Help pupils improve independent study and to supply a safe environment for pupils to work after school hours.

Within staff contracted hours

A/ B/ D


Improved rewards incentives to increase PP pupil’s motivation for success and improved levels of achievement. A wider range of rewards to appeal to PP students.

Improved rewards incentives will increase pupil’s motivation for success and willingness to want to do well.


C/ D/ E/ F

Maths intervention

2 Higher Level Teaching assistants purely dedicated to the maths department to help improve numeracy skills. 

Raise attainment and progress of PP students in order to improve their academic ability and results in Math and English.


A/ B/ C/ D/ E/ F/ G

Victory Intervention Programme Mentors and Leaders for year groups. 

“The study found that heads from more successful schools “had adapted interventions or developed new ones based on their experience and understanding of what they were trying to achieve”  NFER Nov 2015

New Director of Raising Achievement to run VIP appointed for September 2019

Employed to support underachieving pupils across both key stages and to track progress, putting in place academic tutoring and/or mentoring where applicable. This also includes period 6 for year 11 support in lessons or in the VIP suite.

To identify the students who need intervention across the Academy and to offer bespoke support to individual


A/ B/ C/ D/ E/ F/ G

Morning Intervention

Directed and targeted support for students closer to the exams

Period 0 sessions to support children who have other responsibility after school. Offers more personal 1:1 attention and support.


A/ C/ D/ E/F

Increased provision for HPA students 

To support A G & T students, which will include vulnerable students, to progress to their full potential

To work with A G & T students, with projects such as Villiers and Brilliant Club to raise progress of HPA students.



Heads of Year appointed to support the pastoral system across 11-16 Year Groups

The Heads of Year role is now embedded to support all year groups, including the vulnerable students to ensure they make the progress that they are capable of, to track their attainment, attendance and behaviour closely, and working collaboratively with our Attendance Officer, Victory Intervention Programme leaders and Support4Learning. 

A new Behaviour Mentor has been appointed to support Heads of Year Behaviour 

Heads of Year are to identify all students who are in need of further support within their year groups and to track their progress.

TLRs £17,200 



Behaviour Mentor for Intervention appointed to offer bespoke packages for students experiencing difficulties behaviourally and emotionally

To provide support such as with anger management, emotional literacy and Lego therapy

To help disadvantaged children access full-time education



Transport including year 11 transport for after period 6

Contribution to transport costs. Taxis available for PP students accessing alternative provisions.

To ensure that all pupils are able to take part in offsite activities.



Student Wellbeing

“The second common element was a clear strategy relating to behaviour and attendance, incorporating strong pastoral care in the form of social and emotional support and a quick response to non-attendance, as well as working closely with families.” NFER Nov 2015

Support for PP students purchasing equipment i.e. uniform 

Increase motivation of all pupils including PP, improving their drive and desire to achieve well and be successful and to avoid students being penalised if their families cannot afford certain resources.




“The second common element was a clear strategy relating to behaviour and attendance, incorporating strong pastoral care in the form of social and emotional support and a quick response to non-attendance, as well as working closely with families.” NFER Nov 2015

Employ a counsellor 1 day a week to support students with potential mental health issues, where parents consent. 

To ensure students are supported in school and families have a reduced waiting time for support.



Curriculum development 

To ensure a range of accessible qualifications (including vocational @KS4&5) and resources are available to all PP pupils to ensure that they have all of the necessary materials and equipment to achieve well. All PP receive free revision guides.

To raise achievement of all PP pupils and protect vulnerable groups from making too few levels of progress across the curriculum.



Ensure achievement in all subjects is at least in line with national standards

New Head of curriculum to ensure standards are improved in all Key Stages

Positive progress for all pupils.

Period 6 support – extended day according to students needs

VIP support in lessons

The academy accesses alternative funding for this



Provide after school clubs and allow children to take part in school performances / concerts. As well as giving PP pupils the opportunity to participate in activities they would not normally get the opportunity to. This included staff support for the Duke of Edinburgh award. 

To ensure all PP pupils have access to the same after school activities and opportunities as all other pupils.



Extended Transition programme

To ensure our new year 6 students feel settled and part of the academy before the summer holidays & to eliminate a dip in performance due to transition anxieties 

A 1 week programme that provides year 6 with literacy and numeracy support, sample lessons and extra-curricular activities days to ensure vulnerable students are settled and comfortable in their new environment.


Plus catering


Teaching costs £2500


Student Development fund 

To support students to break barriers to learning

To support students in any way to achieve their academic goals



Peri Music

To ensure that ALL students have access to music lessons, if they wish

To subsidise or pay for lessons for students who may otherwise not have this opportunity



Community engagement – parent and child classes

To encourage families to be part of the Academy community and support learning strategies. Parent and child classes also continue to run.

To give students the opportunity to enjoy working with their families in school



Youth Club

Youth club every Friday for all students 

To keep children safe and engaged out of hours

Funded externally



Disadvantaged and high prior attaining students have access to the Gresham’s and Oundle scholarships

Students are invited to consider applying for a scholarship to one of these schools once a year. The idea is to raise aspirations of high attaining students and to consider other options.

Funded externally


Student well-being advocate 

“The second common element was a clear strategy relating to behaviour and attendance, incorporating strong pastoral care in the form of social and emotional support and a quick response to non-attendance, as well as working closely with families.” NFER Nov 2015

This role has been in place for a few years and the concept is to ensure that students have a member of staff in the academy they can talk to on sensitive issues. 

Students feel safe and heard within the academy



Excelsior Sailing Trip

This opportunity is once a year for a small group of disadvantaged  students to experience and learn about sailing a tall ship

The aim is to build confidence and resilience and to have an alternative experience – away from the classroom

£4500 (funded externally)


CALSAs are confident education leaders who enable other teachers to introduce a sound element of cultural education as part of a broad and balanced curriculum.

To organise activities and SOL that promote creativity

To promote the engagement and understanding of arts and culture to stimulate spiritual, moral and cultural development

£2,000 (funded externally)


Attendance – new team appointed to implement a range of support to help students attend

  • Minibus pick-up
  • Early morning calls
  • Supportive meetings

Improve attendance for all students







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