Impact Report 2025

Impact report 2025

Our journey Introduction

We enable young people in London, particularly those from disadvantaged or low-income backgrounds, to experience life-enhancing educational opportunities.

We support great ideas that empower young people in London to discover their full potential.

We fund, support and contribute to organisations, groups, and individuals that deliver impactful educational opportunities for young people in London.

Creating opportunities – fulfilling potential

Over the last six years, we’ve sought to create an environment that enables charities and individuals to fulfil their potential and to create opportunities for young people.

Making a difference

With the support of the organisations we have funded, we’ve made a difference in our community, providing more than £14 million in direct funding and £20 million in in-kind grants to individuals and projects.

London

We work exclusively in 13 London boroughs and the City of London, our Area of Benefit. We are an independent education charity, who has cultivated strong, enduring partnerships with numerous community organisations within our core area, driving meaningful change. Yet our vision extends far beyond these boundaries – we are always looking for new charities, individuals and organisations to work with to ensure every young person can succeed. We continually seek fresh connections and eagerly embrace new initiatives, ensuring that our impact reaches as far and wide as possible.

Our purpose

Our vision

Our mission

Our values

The Portal Trust’s work is rooted in its historical foundation and guided by a commitment to educational opportunity for all. While the Trust maintains its link to the Church of England – supporting schools such as The Aldgate School and Stepney All Saints, and funding projects aligned with this ethos – our approach has grown to reflect the diversity and complexity of life for young Londoners today.

Equity, Diversity, and Inclusion (EDI) are at the heart of what we do. We support young people from a wide range of backgrounds, particularly those who are underrepresented or face barriers to education and opportunity. We know that a young person’s background – whether that’s to do with race, disability, religion, gender identity, or something else – shouldn’t limit their potential. That’s why we back projects that raise aspirations, improve access, and help young people build the futures they want. We’re also focused on making thoughtful, inclusive decisions. Listening to various voices and experiences helps us see things more clearly and respond in ways that make a difference. We believe that when you bring together different perspectives, you get stronger ideas, better outcomes, and ultimately more impact for the communities we serve.

Our values: We are

Inclusive

We believe that all young people in London, but particularly those with experience of disadvantage, should have access to a wide range of educational opportunities.

Innovative

We know that to have a positive impact on young lives, we need to go beyond traditional education, and we aren’t afraid to take chances. We champion new and innovative approaches to addressing needs and providing support.

Optimistic

We look for the positive in every situation and see potential where others may not. By staying open to new possibilities, we can achieve great things.

Approachable

We always want to hear about great ideas and initiatives for young people. If you have a great plan and the skills to put it into action but need funding to get it off the ground, we’d love to hear about it.

management

Our impact

Over the last six years, we’ve awarded around £34 million in direct and indirect grants. Here’s how we did it:

£14m

in direct funding to individuals and projects across our borough 150+

organisations have been awarded grants since 2018

Over

200,000

young people and children have been reached by our grant giving

Over £20m

in-kind donations have been awarded since 2018

Boroughs

Tower Hamlets, Hackney and Lambeth are the three boroughs with the most awarded grants

46

students, who have directly applied to us, have been awarded to a total of £203,000 since 2018

Sophie Fernandes Chairman

It is a profound privilege to work with the Portal Trust Board, our staff team, and our expert external advisers to lead this unique and close-knit charity.

Throughout my time as a member of the Board, as Chairman of our Grants Committee, Deputy Chairman, and now as Chairman, I’ve seen first-hand the lasting impact our funding has had on the lives of thousands of young Londoners.

Chairman’s foreword

Change through positive actions

This report is a snapshot of our impact over the last six years, showcasing not only the organisations and individuals we’ve funded, but also our research initiatives, our annual lectures, and our in-kind grants, which provide rent-free educational space in one of the world’s most expensive cities.

START

Lyric Hammersmith Theatre

While we can’t give a detailed profile of every project and organisation we’ve funded, the inspiring stories we’ve highlighted here are a testament to the dedication, resilience and vision of all the individuals and organisations we’re proud to support.

At the heart of our work is a simple yet powerful guiding principle: to ensure all young people in London, especially those from disadvantaged backgrounds, have access to high-quality educational opportunities. This philosophy has led us to support a wide diversity of projects that reflect the inclusivity and ambition defining The Portal Trust.

As we look to the future, we remain committed to making sure our grantmaking is responsive to the shifting challenges and opportunities facing London’s young people. Our new Grants Strategy will be a major step forward, updating and refining our priorities for the rest of this decade.

We also look forward to strengthening our voice as an advocate for our beneficiaries, and to finding new ways to connect with and learn from the young Londoners we exist to serve.

As we move into 2026, this will be our last multi-year Impact Report. Instead, in the future we will include a more thorough review of our impact and ambitions in an expanded Annual Report and Accounts.

At the heart of our work is a simple yet powerful guiding principle: to ensure all young people in London, especially those from disadvantaged backgrounds, have access to high-quality educational opportunities.

£2.5m to organisations to support capacity building and development.

This, we hope, will give a more timely snapshot of our work to our stakeholders.

While we take great pride in all we have accomplished, we recognise that there is still much work to be done. The journey of the past six years has been one of learning and growth, and we move forward stronger than ever. To everyone who has been part of this journey – our partners, our friends, and the young people whose aspirations fuel our mission – I extend my deepest gratitude.

We look ahead with excitement, ready to embrace new opportunities and partnerships that will drive our collective progress and shape the future.

Richard Foley Chief Executive

The Portal Trust is dedicated to funding impactful projects that empower young Londoners through education.

Over the past six years, we have proudly supported initiatives that break down barriers, open doors, and create lasting opportunities. This Impact Report celebrates the remarkable achievements of those driving meaningful change at every level of the education sector. As we reflect on our journey, we remain committed to shaping a future where all young people can thrive.

Our rebrand in 2021 marked an important milestone, reaffirming our commitment to fairness, inclusion and diversity. As the Portal Trust, we’re more focused than ever on opening doors and removing barriers for young people in the capital.

Beyond providing funding through grants and in-kind support, we have sponsored events such as the Festival of Higher Education at the University of Buckingham and the Frontline Innovation Awards for Social Work.

Chief Executive’s foreword

Breaking down barriers

Over the past six years, we have proudly supported initiatives that break down barriers, open doors, and create lasting opportunities.

Social worker, Frontline Kafera

The findings and recommendations of those reports which examined the prospects of the GRT community were launched at our offices and were presented to the Education Select Committee. All four seminal reports formed part of the national efforts of universities, charities, schools and colleges that have contributed to these much-needed improvements.

The Covid 19 pandemic presented unprecedented challenges, and we responded quickly to support the organisations we work with. We provided emergency funding to ensure they could continue their vital work, along with increased flexibility to adapt to new circumstances. This included supplying laptops to every student at Stepney All Saints Secondary School.

The pandemic highlighted the resilience and adaptability of those we support and we take immense pride in the collective strength shown.

We’re also increasingly mindful of our wider duty to be accountable, sustainable and fair in everything we do. Becoming a Living Wage Employer and Funder was a crucial step in ensuring those dedicated to supporting young people receive fair pay. Our Investment Review in 2023 committed us to principles of social responsibility in the way we generate funds. And we’re intent on responding to the climate crisis by finding ways to manage our operations more sustainably.

We’re also proud to have acted as advocates for educational reform and to have championed innovative ideas. Through these efforts, often working in collaboration with others, we’ve contributed to a transformation in the educational landscape, paving the way for a future where every young person has the chance to succeed.

We are particularly pleased to have seen the number of care leavers and members of the Gypsy, Roma and Traveller (GRT) community progressing into higher education increase over the last six years. The reports that the Trust commissioned in this period, which focused on care leavers, were launched in the Houses of Parliament with all party support.

Our Investment Review in 2023 committed us to principles of social responsibility in the way we generate funds.

On behalf of the Portal Trust, I would like to thank the staff team, Governors and our advisers for their hard work and dedication. Thanks are also due to our partners, schools and supporters for their unwavering commitment to empowering young Londoners. Your passion and dedication are transforming lives and we’re excited to continue this vital work together in the future.

From left to right: Claire Swift OBE, James Purnell, Professor Andrew Teverson, Sophie Duchess of Edinburgh GCVO, Richard Foley, Sophie Fernandes and Denise Jones The Portal Centre for Social Impact opening

Covid 19

The Covid 19 pandemic profoundly impacted the UK, disrupting lives, businesses and communities.

Lockdowns and economic instability exacerbated existing inequalities, with the most disadvantaged bearing the brunt. Charities – vital lifelines for these communities – faced unprecedented challenges. Demand for support soared as food banks, mental health services, and shelters struggled to meet growing needs. At the same time, funding streams dwindled as fundraising events were cancelled and donations declined. Smaller charities, often embedded in vulnerable communities, were hit hardest, leaving many without essential help. The pandemic exposed and deepened systemic inequalities, highlighting the critical role of charities in recovery.

We were an early signatory of the London Funders’ Covid 19 pledge and tried our best to remain flexible and listen while grantees faced uncertain times. As a result, we provided small emergency grants to some of the most impacted projects we support.

Following the Covid 19 pandemic and the lockdown of schools across England in 2020, online learning and education access became even more critical for students. Many pupils, however, didn’t have access to laptops or computers at home or had to share this technology with their siblings and parents, preventing them from fully engaging in online lessons or activities. To help address this issue, the Portal Trust awarded Stepney All Saints Church of England Secondary School (SASS) an emergency Covid 19 grant of £165,000 in 2021 to help purchase laptops for all students.

Laptops helped ensure equality of opportunity in and out of school for the SASS pupils. They also allowed students to develop their knowledge through additional IT resources and pre-learning tasks.

Now that the pandemic is over, we look forward to continuing to do what we do best: supporting organisations with great ideas and giving individual young people the funding they need to fulfil their potential.

Before I had the laptop, it was really difficult to complete my homework, I had to use the school computers, which were difficult to use, and I couldn’t take home. James, Year Nine SASS pupil

Portal Trust bursaries

We believe that financial constraints should never limit talent and potential.

That’s why we offer bursaries directly to students and through partnerships with educational institutions and charities to help young people access opportunities that might otherwise be out of reach.

Aim

To remove financial barriers and empower young Londoners to achieve their potential in Further or Higher Education.

Objectives

Our priority is to create fair, inclusive pathways for young people from underrepresented backgrounds to pursue further and higher education.

1

To support young people from disadvantaged or low-income backgrounds by funding them directly.

2

To support young people from disadvantaged or low-income backgrounds by funding bursary and scholarship schemes with named partner institutions.

Our priority is to create fair, inclusive pathways for young people from underrepresented backgrounds to pursue further and higher education.

By easing the financial pressures of student life – whether through covering living expenses or contributing to equipment – we aim to give recipients the stability and confidence they need to focus entirely on their studies and achieve their best. The Portal Trust has awarded a total of £203,000 over the last six years to 46 students who applied directly to us.

In addition to individual support, we have collaborated with various organisations, providing bursaries and scholarships of around £1.5 million over the past six years. From primary and secondary schools to universities, these partnerships ensure that students requiring support receive the assistance they need to excel.

Beyond traditional academic pathways, the Portal Trust also funds bursaries designed to support young people in other enriching experiences. These cover everything from music lessons, which nurture creativity and self-expression, to internships and apprenticeships, which offer invaluable hands-on experience and pathways into the world of work. Whether honing a talent or gaining practical skills for future careers, these bursaries ensure that young people have access to opportunities that develop their potential in every aspect of life.

Justice Internship Programme

JUSTICE has been at the forefront of the debate on legal reform and is widely respected for its breadth, depth, and quality of analysis.

In 2023, we awarded a grant to JUSTICE to fund their internship programme, enabling four young people to intern with the charity.

The JUSTICE Internship Programme is designed to offer participants an immersive experience in various aspects of social justice, including legal research, community outreach, policy advocacy and public education. Interns work alongside seasoned professionals, gaining practical skills and insights that prepare them for careers in social justice and beyond.

3% of the law workforce are from a black background.1

Omonefe

Omonefe recently completed a three month internship with JUSTICE. Motivated by his ambitions for a successful career in public law, he applied for the internship to strengthen his research and analytical skills after graduating from the University of Exeter with First-Class Honours in Law in Summer 2024.

Throughout the internship, Omonefe worked with senior practitioners and benefited from mentoring from the experienced team at JUSTICE. This gave him an in-depth understanding of the legal justice system.

Gaining hands-on experience through JUSTICE’s network allows him to explore different opportunities in law. Omonefe said:

Omonefe spoke about topics he’d researched, including the Rwanda Bill and the outsourcing of public contracts. One of his internship highlights was meeting with two senior MPs to discuss public policy.

The interns work on core research that we wouldn’t be able to do without them.

Philip Armitage, Public and Administrative Lawyer

“Many young law students believe their career options are limited to qualifying as a solicitor in private practice or a barrister in chambers, but JUSTICE shows that more options are available.”

In addition to research, Omonefe refined his legal drafting skills. This has given him the confidence to identify and present relevant information with clarity and precision. Omonefe also spoke about how the internship broadened his professional network.

The internship programme’s experiences can help with career progression. For example, former interns have gained pupillages at barristers’ chambers. Omonefe is no exception, as the internship has helped him secure a place on the Bachelor of Civil Law postgraduate course at Oxford University.

London Academy of Music and Dramatic Art (LAMDA)

Total project cost

£690,480

Grant amount

£86,788

Boroughs

All 14 boroughs Project

LAMDA is the oldest drama school in the UK. It offers exceptional vocational training to actors, technicians, and directors.

We recognise how difficult it is for young people to break into creative roles. In partnership with LAMDA, we created a bursary project to help students facing financial hardship access and succeed in higher education.

One of our bursary recipients, Indianah, told us about her experience:

“I’ve always had a deep passion for film, TV, and production, and I’m eager to expand my knowledge in this field. I believe LAMDA is the perfect place to pursue my aspirations and connect with others who share my enthusiasm.

About 7% of people educated in the UK attend private fee-paying schools. However, 43% of Britain’s best-selling classical musicians and 35% of Baftanominated actors are alumni of private schools.2

Indianah

“As the eldest of four in a single-parent household, I’ve faced financial challenges growing up but, these hardships have strengthened my determination to succeed. My passion lies in the technical side of film and theatre, and despite the exclusivity of the entertainment industry, I am committed to finding a path forward.

“The lack of diversity in behindthe-scenes roles – particularly for women and people from the global majority – drove me to apply to LAMDA. I’ve learned to challenge the institutions that often exclude us.

“It has allowed me to focus entirely on my work without the added pressure of financial stress. It’s given me confidence and motivation to work even harder to prove myself and repay the faith that has been placed in me.

“In the future, I aspire to work consistently on both theatre and film sets, using my skills to help bring stories to life and create immersive worlds for audiences to experience.

“Receiving the Portal Trust scholarship has been a tremendous relief.”

I’ve always had a deep passion for film, TV, and production, and I’m eager to expand my knowledge in this field. Indianah

The Hand Engravers Association

Total project cost

£63,200

Grant amount

£26,700 Boroughs

All 14 boroughs

Project title

Hand Engravers’ Association of Great Britain Priority

Bursaries and Scholarships

Start

3 years. There was a year gap in the middle due to Covid 19

The Hand Engravers Association of Great Britain was established in 2007 to raise the profile of the craft and preserve its practitioners skills.

In 2019, we awarded Megan a grant for her apprenticeship in hand engraving, which she completed under the supervision of the team at Rebus in London’s Hatton Garden.

After she qualified in 2023, we caught up with Megan to find out what she was doing now.

“I was initially drawn to hand engraving because I loved the artistic element of creating designs and then carving them into metal. I have always loved drawing and illustration, so being able to put my drawings into metal on a tiny scale felt very exciting.”

Craft skills are in danger of dying out. They’re essential, which is why the red list of endangered crafts was created. Skills such as hand engraving are featured on this year’s endangered list. We feel passionately that these skills cannot die out.3

“The bursary made my experience as an apprentice much better. I used it to get training, specifically going to Manchester to learn traditional copper plate printing, which inspired my piece Whale in Space. It also helped me buy tools and equipment I would never have been able to access. These resources allowed me to practice much more at home and develop my skills.”

“I have won five Goldsmiths awards, three golds and two silvers. I also recently won Young Metal Worker of the Year at the Heritage Craft Awards.”

“When I won my first gold medal in my second year of apprenticeship, it was a massive confidence boost. Until then, I didn’t have much faith that I was good at engraving or that my ideas were worth spending time creating, but it was nice to feel like other people enjoyed my work.”

“I recently became a trustee for the Hand Engravers’ Association, which has been a big learning curve. However, sharing my ideas on spreading awareness about hand engraving has also been really rewarding.”

“I also got my teaching certificate and have loved teaching engraving courses. I would love to continue in this field.”

I was initially drawn to hand engraving because I loved the artistic element of creating designs and then carving them into metal.

Megan

Megan

management

The London Music Fund

Total

£233,732 (2018)

£300,000 (2022)

£24,000 (2018)

£40,000 (2022)

The London Music Fund (LMF) offers scholarships, high-quality instruments and performance opportunities to inspire the next generation of musicians, particularly those from underserved communities.

In 2018 and 2022, we teamed up with the LMF to award scholarships to 10 budding musicians.

The London Music Fund

Sarah’s love for music started early with a toy saxophone, but she has since progressed to studying for her Grade 3 exam.

Chrissy Kinsella, CEO of the London Music Fund

“In 2022, The Times Education Commission found that children from low-income families are almost three times less likely to sing in a choir or to play in a band than their well-off peers. We believe that every child who shows potential in music is allowed to develop that potential.” Chrissy Kinsella, CEO of the London Music Fund.

One such recipient is Sarah (not her real name), an 11-year-old saxophonist from Wandsworth, who received her scholarship in 2018.

Sarah’s love for music started early with a toy saxophone, but she has since progressed to studying for her Grade 3 exam. Her favourite performance piece is Rick Astley’s ‘Never Gonna Give You Up,’ and she enjoys surprising people by playing it unexpectedly.

One highlight of her scholarship experience was performing at the LMF’s 2019 Gala at the Royal Academy of Music, where she participated in the world premiere of Deborah Pritchard’s Above Earth. Alongside lessons, Sarah participates in various musical groups, including jazz and pop bands, where she particularly enjoys improvising.

36%

Since 2010, there has been a 36% drop in GCSE Music students.4

Sarah credits the scholarship with boosting her confidence and improving her school performance. Her mother noted that it gave Sarah a fresh start and renewed enthusiasm for learning. Sarah hopes to continue her musical journey, aiming to complete all her grades, form a band, go on a world tour, and perhaps teach music.

Portal Trust bursaries: grants awarded

Portal Trust partners

We’re deeply committed to creating thriving educational environments with our partners and within our family of schools.

This means providing financial support for essential capital and maintenance costs –beyond what the state covers – and investing in the enrichment and holistic development of the schools’ students.

Partners include: Stepney All Saints Secondary School, The Aldgate School, London College of Fashion, Bayes Business School, University of East London, Hampshire County Council (Argoed Lwyd Outdoor Education Centre), The Young V&A, London Metropolitan University.

London College of Fashion

Aim Priorities

To enhance the learning experience for every child at our primary school (The Aldgate School) and our secondary school (Stepney All Saints Church of England Secondary School).

These packs included an iPad to support their learning and books, toys and clothing to help ease their transition into a new environment.

1

Projects that align with the schools’ strategic improvement plans.

2

Projects that support innovative curricular and non-curricular delivery, above and beyond what statutory provisions are obligated to cover, to improve the holistic offer to all students.

3 Projects that alleviate financial hardship for students from disadvantaged backgrounds.

4 Projects that celebrate and provide recognition for academic attainment.

We have historical connections to all of our partners who work across all levels of education. Our funding ensures that our schools have the resources to offer a dynamic and well-rounded educational experience.

In the last six years, we’ve awarded:

£837,125 to Stepney All Saints School (formerly Sir John Cass’s Foundation and Red Coat Church of England Secondary School).

£274,400 to The Aldgate School (formerly known as Sir John Cass’s Foundation Primary School).

£3 million in total to our partners.

Sometimes, it’s not about the big grants. In 2021, we awarded £6,000 to the Aldgate School, so that the school could buy educational backpacks to support several children who’d recently arrived from Afghanistan. These packs included an iPad to support their learning and books, toys and clothing to help ease their transition into a new environment.

By supporting initiatives like these, we help foster creativity, confidence and teamwork among students, shaping their education journey and outlook for life beyond the classroom.

We’re equally proud of our other long-standing partnerships across the education sector, which foster opportunities for students across diverse disciplines.

Our long-standing support for Bayes Business School has helped develop new generations of business leaders and widened young Londoners’ access to a globally prestigious business education. At the London College of Fashion, our funding drives social impact and supports creative talent. Our partnership with the Argoed Lwyd Outdoor Education Centre, formerly known as the Hampshire & Cass Foundation Mountain Centre, promotes outdoor learning and personal growth in the rugged environment of the Brecon Beacons.

These partnerships allow us to enrich students’ educational experiences, offering them valuable resources, guidance, and opportunities to thrive academically and personally in their chosen fields.

Stepney All Saints Church of England Secondary School

£15,500

£15,500 – trip to Cádiz

£837,125.00 in

Stepney All Saints Church of England Secondary School (SASS), rated Outstanding by OFSTED, is a vibrant school serving a multi-faith community in the heart of Stepney. The school community includes over 1,500 students aged 11 to 19. Total project

GCSE language learning in the UK has been in steady decline – a situation mirrored at A-level.5

As Trustee, we support the school with hardship grants, rent-free accommodation, and funding for curriculum-enhancing projects, including new iMacs to boost music participation. Our annual ‘Benefits’ grant covers initiatives like uniform subsidies, maintenance, and a breakfast club.

Stepney All Saints Secondary School

Many SASS students had never travelled abroad, so we were delighted to support a Year 10 Spanish GCSE trip to Cádiz. The week-long trip immersed them in the Spanish language and culture, offering the perfect balance of education and adventure. From ordering food in local cafés to engaging with native Spanish speakers in everyday settings, the students applied their classroom knowledge in real-world scenarios.

But the trip wasn’t just about language skills – it was a journey of personal growth. Away from home comforts and familiar surroundings, the students learned to navigate a new environment, building their independence and resilience. For some, the simple task of boarding a plane or exploring the narrow streets of Cádiz felt like conquering fear.

“I didn’t think I could do it,” admitted one student, “but being here has shown me that I can.”

Cultural exchange was at the heart of the experience. Staying with host families gave the students a deeper understanding of Spanish life, customs and traditions. Meal times turned into lessons in Spanish cuisine and conversation, and excursions to historical sites like the ancient Roman theatre offered a vivid connection to the region’s rich history.

The impact of the trip has been profound. Not only have the students returned with improved language skills, but they’ve also gained a sense of self-confidence and a new perspective on the world.

“This trip has shown me that there’s so much more to see and do,” said one student. “It’s made me want to travel more and push myself further.”

Fue una experiencia inolvidable” (It was an unforgettable experience). Amina, Year 9 SASS

Stepney All Saints Secondary School

The Aldgate School

Total project cost

£58,977.45 (2023)

Grant amount

£274,400 (2018–2024)

Total ELSA £14,187.84 Boroughs

A 2020 study found that children receiving Emotional Literacy Support Assistant (ELSA) support highlighted the importance of ‘positive relationships’ and the assistance’s ‘unique qualities’, noting that it ‘facilitates skill development’ and has a ‘positive impact’ on their emotional well-being.6

The Aldgate School is located in the heart of London. It is known for providing exceptional education in a supportive and inclusive environment. Established over 300 years ago, it is the only state-maintained primary school in the City of London and is rated as Outstanding by Ofsted.

The Aldgate School

The Portal Trust is The Aldgate School’s sole trustee, our Governors support the school with hardship grants, rent-free accommodation, and funding for curriculum-enhancing projects, including the school’s thriving music programme. We also provide an annual ‘Benefits’ grant to support initiatives like uniform subsidies and maintenance schemes. The school continues to foster excellence, community engagement, and holistic student development.

After Covid 19, many primary school children returned to the classroom carrying unseen burdens – heightened anxiety, disrupted social skills, and a struggle to navigate their emotions after months of isolation.

ELSAs have become more vital than ever, providing a safe space for children to rebuild their confidence, process their experiences, and develop the emotional resilience needed to thrive in school again.

Our funding for Emotional Literacy and Social Education at The Aldgate School helps students manage emotions, build resilience, and develop empathy. These life skills enhance both academic and social success, with students showing greater confidence and adaptability.

Having an ELSA at our school has been a key part of the wellbeing provision at The Aldgate School. Feedback from parents has been overwhelmingly positive, and the support provided has helped shape our ongoing approach to trauma-informed practice by addressing key issues our pupils face.

Lizzie Webb, The Aldgate School, Business Manager

The Aldgate School

London College of Fashion

Total project cost

£216 million Grant amount

£4 million

£2 million for capital projects and £2 million for prison and community project Boroughs

Newham and Tower Hamlets

London College of Fashion (LCF), part of the University of the Arts London (UAL), is a world-leading institution specialising in fashion education, research, and industry collaboration.

LCF offers courses in design, business, technology, and sustainability, shaping the future of fashion. In April 2023, LCF relocated to a state-of-the-art campus in Stratford’s East Bank, a new cultural and education hub. The building brings all LCF courses under one roof for the first time, fostering collaboration and innovation in fashion education.

The Portal Trust pledged a grant of £4 million to support LCF on two fronts:

• A £2 million 10-year investment in LCF and UAL’s work on community engagement and social impact activities, which includes the Making for Change (MfC) programme. MfC is based in the Poplar Works building in Tower Hamlets and is a vocational training and production programme in fashion and textiles. Poplar Works was opened by HRH The Duchess of Edinburgh GCVO in April 2023.

• A £2 million grant to support the development of the LCF’s new campus in the Queen Elizabeth Olympic Park. Students, designers, and local communities unite in this vibrant space, using fashion as a catalyst for social change.

I feel I’ve gained a handy life skill that benefits my career goals. I have gained the confidence to sit my English and Maths GCSEs, which I was adamant I wasn’t going to do, and I’ve met amazing people who are like

family,

and I am grateful to

work alongside them.

Janice, a prisoner at HMP Downview (not her real name)

Since starting, MfC has supported 68 women in achieving qualifications in textile manufacturing, with 38 earning Level 1 certification and 30 advancing to Level 2. Furthermore, five graduates have joined the MfC production team in paid roles. Fourteen work placements have been provided to women transitioning from prison, including five placements in 2023–24 for women from HMP Downview.

A key element of the support LCF is what happens when the women leave HMP Downview. All women are provided with references for future employers on the work they did with LCF.

Beyond formal training, MfC offers a creative platform for community engagement. Over 1,000 East London residents have participated in fashion and textile workshops guided by college students, who gain invaluable hands-on experience and insights into community-driven production.

A key objective of this multiyear project was to amplify underrepresented voices, recognising the value of lived experiences and increasing visibility for diverse communities. Through free public exhibitions, Traces: Stories of Migration highlighted the positive contributions of migrant heritages, fostering a deeper understanding of east London’s rich history.

Across three phases, the project engaged 130 students and 87 community participants, creating 150 new works, including story cloths, portraits, and poetry. Two major public exhibitions and four community showcases brought together over 5,000 visitors.

When I get myself back on my feet, I would like to get my own sewing machine and work from home doing alterations and making clothes.

Catherine, a prisoner at HMP Downview (not her real name)

71%

Women in prison often have lower levels of education, with 71% of women entering prison having no qualifications. Supporting women in education and employment is vital to giving them the best chance once released and reducing re-offending rates.7

The London College of Fashion Zainab

Bayes Business School

Total project cost

£1.6 million

Grant amount

£815,000 over 10 years

Boroughs

Tower Hamlets, Hackney and Newham Project title

Studies into mentoring have found a positive impact in skills and capabilities such as leadership, communication, and organisational skills; self-esteem, self-efficacy, and empowerment.8

Bayes Business School, formerly Cass Business School, is part of City St George’s University of London and is recognised as a leading global business school.

It offers undergraduate, postgraduate, and executive education programmes, specialising in finance, management, entrepreneurship, and actuarial science.

Our longstanding relationship with Bayes is rooted in our shared values of promoting education and social mobility. For decades, we have supported Bayes’ mission by funding scholarships, bursaries, and initiatives to widen access to higher education for underrepresented groups.

Business School

Bayes

The Schools Engagement Programme (SEP) is a jointly funded partnership project between the Portal Trust and Bayes. It has been operating since 2015 and sees Bayes students mentor younger school pupils as part of their degree. The SEP has reached thousands of pupils through workshops, mentoring sessions and networking opportunities.

The activities, led by staff, students and corporate partners at Bayes, offer hands-on experience and direct insights into business disciplines such as finance, marketing, and entrepreneurship and help develop essential soft skills preparing young people for future academic and professional success.

A significant impact of the programme has been the creation of a pipeline for diverse talent within the business sector, aligning with the missions of both Bayes and the Portal Trust to promote social mobility.

The SEP has received recognition as a model for effective educational outreach, and longitudinal studies by Bayes indicate that participants are more likely to pursue higher education, show improved academic performance, and engage more deeply in school activities.

Looking ahead, Bayes plans to expand the programme’s reach, building on its successes to empower even more students across London.

The programme is having an impact on social mobility while teaching its students valuable soft skills for their future careers, such as communication and teamwork.

Professor André Spicer, Executive Dean of Bayes Business School

Bayes Business School

Argoed Lwyd Outdoor Education Centre

1 in 10

According to Natural England, fewer than 1 in 10 children regularly play in wild spaces, which is a stark decline compared to almost half a generation ago.9

Nestled in the stunning landscapes of Bannau Brycheiniog National Park (Brecon Beacons), the Argoed Lwyd Outdoor Education Centre (ALOC), is more than just a destination – it is a hands-on learning experience that works to shape students’ lives.

Through a strategic partnership between the Portal Trust and Hampshire County Council, ALOC works closely with SASS and The Aldgate School to offer immersive outdoor education programmes that foster personal growth, resilience, and a lifelong connection to nature.

Argoed Lwyd Outdoor Education Centre

Students from both schools regularly visit ALOC for transformative outdoor experiences, from orienteering and rock climbing to ecological studies that bring their classroom learning to life. These activities don’t just build skills in teamwork and problem-solving – they also encourage curiosity, independence, and confidence.

The natural beauty and challenges of Bannau Brycheiniog provide an inspiring backdrop for students, allowing them to explore beyond the familiar urban landscape and connect with the natural world in ways that deepen their sense of self and environmental awareness.

The impact of ALOC extends beyond school students, reaching into teacher training through its collaboration with the University of East London (UEL) and its PGCE programmes. This partnership allows UEL teaching students to engage directly with the centre’s outdoor education model, gaining firsthand experience using nature as a powerful educational tool. For PGCE students, these placements provide an invaluable opportunity to observe and practice teaching techniques that harness the outdoor environment, an approach that fosters engagement, adaptability, and creativity in their teaching practice.

Feedback from PGCE participants underscores the profound impact of this experience. Many report a newfound appreciation for outdoor education, with some choosing to integrate outdoor activities into their lesson plans to promote holistic development and well-being among their future students.

Thanks to this partnership, Argoed Lwyd Outdoor Education Centre is an essential resource for young people in London. This partnership achieves the Trust’s objective to improve both educational and extra-curricular outcomes for young people in London.

Hampshire County Council’s Executive Member for Countryside and Regulatory Services, Councillor Russell Oppenheimer

Stepney All Saints Secondary School

Young V&A won the Art Fund Museum of the Year Award 2024.

With the support of a £250,000 grant, the Portal Trust Community Room was created within the Clore Learning Centre—a welcoming, multi-purpose space designed to host engaging, educational activities that will continue to inspire and benefit young people for years to come.

Young V&A 2023, Bethnal Green

Portal Trust Partners: grants awarded

Total

£4,209,212

New initiatives

At the Portal Trust, we support educational projects that equip young people to thrive in all aspects of life, emphasising their holistic development rather than focusing solely on academic achievement.

with Dil, a social worker from Frontline Sophia

New initiatives: Theory of Change

The Portal Trust envisions a London where every primary and secondary pupil possesses the essential literacy and numeracy skills to thrive academically and personally.

Enhance literacy skills

Improve reading, writing, and comprehension skills among primary and secondary pupils in London

Boost numeracy

Strengthen pupils’ abilities in basic and advanced mathematical concepts

Close the achievement gap

Target support for under-performing schools and disadvantaged pupils to reduce educational disparities

Foster a love for learning

Cultivate a positive attitude towards literacy and numeracy to encourage lifelong learning

Targeted interventions

Implement tailored literacy and numeracy programmes that address the specific needs of students and schools

Use of technology and innovation

Integrate digital tools and innovative teaching methods to enhance learning experiences

Monitoring and evaluation

Establish robust assessment and feedback mechanisms to track progress and adjust strategies accordingly

Consult with teachers

Engage with teachers to discover what works from their perspective in order to create activities to create a supportive learning environment

Funding and resources

Allocate financial resources and educational materials to schools, particularly those in disadvantaged areas

Partnership building

Collaborate with educational institutions, non-profits, and local authorities to create a cohesive support network

Advocacy and policy influence

Advocate for policies that promote educational equity and innovation in literacy and numeracy

Research and best practices

Conduct and disseminate research on effective literacy and numeracy interventions and best practices

Improved academic performance

A significant increase in literacy and numeracy scores among primary and secondary pupils across London

Reduced disparities

Narrowed achievement gaps between different socioeconomic groups, with disadvantaged pupils showing marked improvement

Enhanced teaching quality

Teachers report higher confidence and effectiveness in delivering literacy and numeracy education

Increased engagement

Higher levels of engagement, lead to a more supportive learning environment

Impact on the literacy and numeracy skills of London’s pupils, ensuring that all students have the foundational skills needed for academic success and future opportunities.

Aim

To influence and improve education policy and practice with direct impact on inner London students from disadvantaged backgrounds and with potential for influence at scale.

Objectives

1

To test new and groundbreaking approaches to learning that have the potential to enhance and influence education policy and practice.

2

To support work that focuses on identified needs and gaps in statutory provision.

3

To support developments in best practice and/or policy with accelerated and direct impact from theory to improvement for the benefit of our core beneficiary group.

At the heart of this priority is the assumption that aspects of our education system need to be challenged, tested and potentially transformed.

We back projects and early-stage ideas that have the potential to transform education and learning for young people in the UK. Through understanding young people’s most pressing needs, we back a genuinely diverse set of leaders who deliver impact, create opportunities, and make the case for change.

The New initiatives priority embodies our commitment to discovering and supporting pioneering ideas with the potential to reshape education and learning in London. It reflects the dual focus of our mission: driving meaningful change and offering tailored, thoughtful support to those we fund.

This priority is intentionally broad and flexible, allowing us to fund innovative projects that might not fit the scope of our other priorities.

We have awarded grants over £2 million for new initiatives, supporting organisations as diverse as the Garden Classroom to the Museum of Colour.

At the heart of this priority is the assumption that aspects of our education system need to be challenged, tested and potentially transformed.

Carl Hanser, Grants Manager

The Portal Trust

The Migration Museum

Total project cost

£66,005

Grant amount

£66,005

Project title

2023

2026

The Migration Museum explores how the movement of people to and from the UK across the ages has made us who we are – as individuals and as nations.

This three-year project aims to lay the foundations for and then deliver change in the opportunities for young people to learn about migration and diverse histories in London.

A 2021 survey of 500 teachers by the House of Commons Petitions Committee found that 70% believe the curriculum does not reflect the diversity of modern Britain, and 85% want training to assist with teaching cultural diversity, which many see as a difficult or sensitive subject.10

The Migration Museum

This project empowers teachers and school leaders to design and implement curriculum changes that integrate migration learning across Key Stage 3. Equipped with the skills and confidence to teach these themes effectively, educators will engage students in meaningful discussions.

As a result, young people from Years 7 to 9 will gain a richer learning experience, deepening their knowledge and understanding of migration. Over three years, the museum will work with three inner London secondary schools to introduce migration modules into their GCSE History options and build their relationship with the museum.

The Migration Museum has recently embarked on an exciting new chapter, moving to a permanent home in London. This relocation provides a stable base for the Museum’s work and offers expanded space to grow its exhibitions, community programmes, and school outreach initiatives, ensuring its impact continues to deepen and reach even more people in the years to come.

Migration is an ideal history topic for GCSE students to study, allowing them to consider fundamental historical concepts such as continuity, change and significance, rooted in the significant events of England’s history.

Mike Goddard, Head of History at Oxford, Cambridge and RSA Examinations

The Migration Museum

Ministry of Stories

£33,533

Ministry of Stories was co-founded by the author Nick Hornby in 2010. It offers free writing workshops, storytelling sessions, and one-on-one mentoring to children and teenagers aged 8–18. Total project cost

According to the National Literacy Trust, children and young people who are the most engaged with literacy have better mental wellbeing than their less engaged peers.11

Space to Be is Ministry of Stories’ creative writing programme for young writers. It’s designed to support young people who may have special educational needs, are on the autistic spectrum, speak English as an additional language, or face other challenges that make it more challenging to express themselves through the written word.

Writing Club, Ministry of Stories

The programme nurtures creativity by providing a safe space for experimentation and self-expression. Participants are encouraged to think imaginatively and develop their unique voices. This nurturing environment and positive feedback from mentors and peers help build self-esteem and confidence. Many participants have shown significant improvements in reading and writing skills.

Space to Be had a 93% participation rate across 32 sessions, with 100% of participants reporting increased confidence in their writing. The programme’s success has led to a more inclusive approach across the Ministry of Stories, now supporting at least 25% of young writers with additional needs.

Through personalised support and high adult-to-child ratios, participants improved their writing skills, developed confidence, and found a safe space for creative expression.

The programme’s final project, a professionally designed escape room, engaged 161 young people and 83 adults, extending its impact to families and the wider community.

By integrating lessons from Space to Be, Ministry of Stories offers more inclusive and practical creative writing opportunities, ensuring children with additional needs can thrive.

I have learnt how to be really confident with myself, and when I’m in class, I can be proud of myself for my really good work.

Lucy, aged 10, Space to Be

Frontline

Total project cost

£711,646

Grant amount

£26,784 (2018)

£60,000 (2021)

Boroughs

All 14 boroughs

title

Coaching for newly qualified social workers

7,700

In 2023, there were 7,700 social worker vacancies nationwide, the second-highest number reported.12

Frontline is the UK’s largest social work charity and is vital in recruiting, training and mentoring the profession’s workforce.

Nationally, 2,400 social workers have qualified through Frontline’s training programmes, and 3,000 have received in-career coaching.

Frontline’s coaching programme for newly qualified social workers provides tailored coaching and support, enabling them to overcome challenges and deliver the highest standard of care to vulnerable children and their families.

with Kafera (right), a social worker from Frontline Marianne

We estimate that a quarter of all children receive some service from social care before age 18. This includes children on child-in-need plans, children on child protection plans, children looked after by local authorities, care leavers and disabled children.

Dr Matthew Jay, (UCL Great Ormond Street Institute of Child Health)

A good social worker can make the difference between a child being held back by their challenges and reaching their full potential. But social work can be a stressful career: high attrition rates, challenging workloads, and stretched local authority budgets all have a detrimental effect on the support social workers can offer vulnerable children, especially in the most deprived areas.

Frontline’s two-year training programme for new social workers combines theoretical knowledge with practical on-the-job learning in local authorities. The approach emphasises allocating more direct time with families, empowering social workers to maximise their impact, all while remaining focused on creating meaningful change for children.

The social workers Frontline train have staying power – 82% of graduates remain in the profession. 82%

Gemma

National Literacy Trust

National Literacy Trust (NLT) is a UK charity dedicated to improving literacy skills and changing lives through the power of reading, writing, and communication.

Working with schools, communities, and businesses, NLT provides targeted support to children, young people, and adults in disadvantaged areas, helping to close the literacy gap. Through our partnership with NLT, we learnt that there is no statutory requirement for primary schools to have a library.

Pupils from Herbert Morrison Primary School National Literacy Trust

In partnership with NLT, we established the Portal Primary Library Programme, an initiative to address literacy underachievement in primary schools. By providing resources, training, and support, the programme fosters an inclusive, whole-school reading culture that places reading for enjoyment at the heart of children’s educational, cultural, and emotional development. Pupils will explore diverse stories in inspiring new library spaces, becoming independent readers with teachers trained to help them identify and articulate their reading preferences.

Starting in the academic year 2022–23, the programme launched in nine primary schools in Lambeth, expanding to 18 additional schools across Portal Trust’s area of benefit in 2025 and 2026 Through a community-based, multi-partner approach, the initiative will enhance professional understanding of reading’s importance, support whole-school communities of readers, and provide resources to meet the growing demand for books, ensuring that reading for pleasure remains central to school life.

We know that one in seven primary schools in England does not have a library, and over three-quarters of a million children in the UK do not have access to books that enable better educational outcomes and greater well-being.

Jonathan Douglas CBE, CEO of the National Literacy Trust

disadvantaged children and young people said they don’t have a book at home.13

Reading corner

National Literacy Trust

The Unicorn Theatre

£305,757

The Unicorn Theatre believes that young people of all ages, backgrounds, and abilities have the right to experience exciting, entertaining, and inspiring theatre. It actively seeks to engage children who may not otherwise attend, particularly those from deprived or underrepresented groups.

Through its Schools Partnership Programme, the Unicorn brings the performing arts into primary schools, enhancing children’s engagement with theatre while supporting their education and wellbeing.

The Department for Digital, Culture, Media & Sport has highlighted the potential of the arts to improve children’s social mobility and improve their life chances.

Unicorn Theatre

The Unicorn team conducts in-school workshops on various aspects of theatre, including acting, scriptwriting, and stagecraft. These workshops are designed to align with the existing curriculum, making every day learning more engaging.

In addition to workshops, the Unicorn places professional artists in schools for extended periods, working closely with students and teachers to develop original theatrical productions. For instance, pupils’ engagement increased in Lambeth, leading to notable literacy and social skills improvements. Teachers reported feeling more capable of delivering creative and engaging lessons. At the same time, the wider community rallied around the school’s new focus on the arts, resulting in increased parental involvement and support.

One teacher noted, “Throughout Year 2, Micah has been a quiet, reserved child. He was comfortable at playtimes but struggled to communicate with larger groups. His ability to project his voice and share ideas has improved significantly.

Initially, he couldn’t even say his name during warm-up games, but now he confidently participates and adds actions. While working on his poem, he recently shared his ideas with me and read them aloud to his classmates—an achievement he wouldn’t have attempted before.”

The Unicorn also provides tailored support to teachers and school leadership, ensuring that the project’s benefits continue long-term by helping schools develop and sustain their creative learning initiatives.

We believe wholeheartedly that a child who engages with creativity has greater potential to thrive.

Rachel Bagshaw, Artistic Director of The Unicorn Theatre

Unicorn Theatre

New initiatives: grants awarded

Total awarded:

£2,074,675

Prisoner education

For many years, the Portal Trust has advocated for the transformative impact of education in the prison system. We believe that access to education is a fundamental right and a critical tool for breaking the cycle of re-offending and fostering rehabilitation.

Prisoner education: Theory of Change

Our objectives

To improve the literacy and numeracy skills of prisoners and ex-offenders

To help prisoners and ex-offenders gain skills and education qualifications that will help them into employment

To support young people at risk of entering the criminal justice system through early intervention initiatives

Our vision Impact

Reduced offending through education and initiatives that promote employability.

How change may come about The role we want to play

Prisoners and ex-offenders receive advice, guidance and training to help secure employment

Pupil Referral Units and schools identify young people ‘at risk’ of entering the criminal justice system and provide support

Reduction in crime rates in the fourteen inner London boroughs.

We want to fund projects, both inside and outside of the prison walls, that work with young people with experience of or at risk of involvement with the criminal justice system Commission and invest in research and evaluation of projects

Raise awareness of issues surrounding imprisonment

Outcomes

Young people gain qualifications and skills they need to re-enter society

Re-offending rates for the young people accessing the projects we have supported are reduced

To reduce re-offending through education and initiatives that promote employability.

1

To improve the literacy and numeracy skills of prisoners and ex-offenders.

2

To help prisoners and ex-offenders gain skills and education qualifications that will help them into employment.

3

To support young people at risk of entering the criminal justice system through early intervention initiatives.

Through our grants, we seek to address the systemic barriers that prevent prisoners from accessing high-quality education. We work alongside partners to develop innovative and impactful programmes. These initiatives aim to equip individuals with the skills, confidence and qualifications needed to rebuild their lives, contribute to society and reduce re-offending rates.

Over the last six years we have invested over £2.5 million in prison education projects.

This impact report reflects on the outcomes of these grants and explores their alignment with the Trust’s broader mission.

Our Theory of Change diagram outlines how our approach to funding and partnership drives meaningful and lasting change within the prison education system.

£2.5m

We have invested over £2.5 million in prison education projects.

Saracens Sport Foundation

Total project cost

£142,000

Grant amount

£80,000

Boroughs

All 14 boroughs

Project title Get Onside Priority Prisoner education

In 2022, adult offenders had a re-offending rate of 26.2%, while for young people this rate was even higher at 32.1%.15

The Saracens Sport Foundation is the charitable arm of Saracens Rugby Club, dedicated to using sport to inspire and improve lives.

The Foundation works with young people, individuals with disabilities, and other disadvantaged groups, providing access to rugby and other sports to help participants develop confidence, leadership skills, and a sense of belonging.

One of their standout initiatives is the Get Onside project, which partners with young offenders at Feltham YOI. By introducing them to rugby, the project helps participants learn important skills and values that extend far beyond the game.

The impact has been impressive, with participants showing improved behaviour, reduced re-offending rates, and successful reintegration into society.

David completed the Get Onside programme at Feltham Young Offender Institution in 2019. He told Saracens that the course helped him to focus on his prospects and release rather than getting through each day as he had previously been doing throughout his sentence. David accepted a mentor’s offer when he was released, meeting regularly to discuss his development and opportunities. Through his mentor, David secured work on a building site, learning new skills and earning an income to support himself financially. Almost four years on, and David is still in touch with the Get Onside team and his mentor, having recently filmed some content to recruit new mentors for the programme.

14%

Sport can be a relatively straightforward way to encourage otherwise reluctant individuals to engage in a whole raft of associated activities while also serving to improve mental and physical health, reduce violence, and tackle re-offending. Research has suggested that 14% of participants in sports programmes showed more positive outcomes and were less likely to be reconvicted.16

Prisoners’ Education Trust

£19,393

in prison for young people from Inner London

The Prisoners’ Education Trust (PET) was founded in 1989. It initially operated from HMP Wandsworth before expanding to support 66 prisons by 1999.

We’ve been supporting PET since 1989, being one of the first funders to offer support. By 2003, PET was funding and facilitating distance learning in every prison across England and Wales and in 2018, the charity marked a milestone with its 40,000th distance learning award. Beyond funding courses, PET actively campaigns for better access to education in prisons, advocating for policy changes that recognise education as a key driver of rehabilitation.

A grant totalling £19,395 from the Trust supported 32 young people in their studies while in prison, enhancing their employment prospects and life chances upon release.

One of whom was Elliot.

Elliot successfully applied to do a 120-hour course in Nutrition and Health designed to help people develop their knowledge and practice of healthy eating habits. Elliot chose this course for personal reasons, including managing his weight loss and improving his health. He wants to use his experience to help others get fitter and healthier. Since completing the course, Elliot has already shown a commitment to helping other people through his work in the prison library, where he helped prisoners learn to read and maintained the library.

PET staff promote distance learning to prisoners by targeting prison libraries, education departments, and staff. They offer information, advice, and guidance via email, letter, and a free telephone advice line to answer questions about courses, the application process, future employment plans, and any other support prisoners might need during their studies.

7.5%

Research by the Ministry of Justice found that people who had participated in education while in prison were 7.5% less likely to re-offend within 12 months of release than those who had not.17

Onwards and Upwards

9.4%

For custodial sentences of less than one year, the one-year proven re-offending rate was 9.4 % lower for those who found employment after release than for the matched comparison group.18

Onwards and Upwards (OU) was established in 2021 to break the cycle of re-offending by creating job opportunities that change lives for good.

Through the creation of social enterprises – businesses that reinvest their profits into their mission – they’ve been able to show the value ex-offenders bring to both the workplace and broader society.

Critical to the approach is that projects are designed to be loved brands that highlight the team’s talents and abilities. Employers target trainees because they know they are high-quality, reliable, and aspirational.

Onwards and Upwards

The cycling industry was identified as the best place to begin. Cycle mechanics are in demand, and the sector is growing and playing an increasingly positive role in society. Future projects might include ventures offering training and routes to employment in other sectors, such as personal training and fashion.

The programme takes participants through an industry-recognised training process at OU’s south east London workshop, leading to a Velotech qualification. Over the initial two-week period, trainees gain foundational accreditation, while a second, four-week phase offers advanced training, experience building, and CV enhancement to strengthen their employability and foster a sense of pride and accomplishment.

The project also connects graduates with potential employers in the cycling industry and beyond. With a well-established support system and infrastructure, OU runs four courses annually, each accommodating a small group to ensure thorough, focused learning.

It’s a nurturing environment, it’s encouraging, it gives them hope, they get treated, probably a bit differently to when hundreds scream for the officers’ attention on the wings.

Stephen Jones, Onward and Upwards founder

Prisoner education: grants awarded

£2,542,650

Truancy, exclusion, and behaviour management

We’re committed to addressing the complex challenges of truancy, exclusion, and behaviour management for disadvantaged young people in London.

Lyric Hammersmith Theatre

management

Truancy, exclusion and behaviour management: Theory of Change

vision How change may come about The role we want to play

Young people’s attainment improves due to losing less education through truancy or exclusions

To reduce truancy levels amongst pupils attending primary and secondary schools

To reduce levels of exclusions and expulsions

To improve pupil motivation, behaviour and achievement

Through improving children and young people’s emotional well-being and social development

By targeting primary and secondary schools in challenging circumstances, or those that have higher than average rates of truancy, exclusion or expulsion

Through parents or carers becoming better equipped to address the needs of their children

Fund projects working with children who are engaged in unwanted behaviour or truancy who are likely to be excluded from school

Fund projects at schools and other organisations to address the needs of school pupils and staff

Fund projects working directly with parents/ carers

Lower levels of exclusions from school

Young people’s behaviour meets school expectations

Higher levels of school attendance amongst children and young people

Aim Objectives

To encourage and support children and young people’s attainment through initiatives that help them engage with, and stay in, education.

1

To reduce truancy levels amongst pupils attending primary and secondary schools.

2

To reduce levels of exclusions and expulsions.

3

To improve pupil motivation, behaviour and achievement through initiatives that promote children and young people’s emotional well-being and social development.

We recognise that these issues are often interconnected and can significantly disrupt a young person’s education, well-being and future opportunities.

Through our grants, we work with schools, charities and community organisations to develop innovative approaches that keep young people engaged in learning, support their emotional and behavioural development, and reduce the risks of exclusion. We aim to help young people overcome barriers and thrive inside and outside the classroom by creating environments that nurture resilience, positive behaviour and a sense of belonging.

To address this priority, we have awarded over a million pounds to help keep students in school.

This section celebrates the outcomes of our supported organisations under this priority and demonstrates their alignment with our vision for inclusive and supportive education. Our Theory of Change diagram outlines how our funding and partnerships prevent exclusion, promote attendance and foster long-term success for young Londoners.

Debate Mate

Debate Mate aims to improve social mobility by helping young people from disadvantaged backgrounds develop their communication skills. Since its launch in 2008, it has grown significantly. Its programmes reached over 200 schools across the UK, allowing thousands of young people to find their voice.

Debate Mate

Debate Mate aims to make learning more engaging through a 14-week programme where students are taught how to engage in high-level debating. With support from mentors from top UK universities, debate training allows young people to improve their leadership, speaking, and analytical thinking skills – all of the students who take part work hard towards participating in a national inter-school debate competition.

Whereas primary school pupils participate in the Urban Debate League, secondary school pupils compete in a supportive environment for the Debate Mate Cup. Learning invaluable skills through debating empowers the next generation to find their voice.

Central Park Primary School has enjoyed participating in the Debate Mate programme since 2021. More than 40 students excitedly participated in the Debate Mate Core and Accelerate club every week after school in preparation for their first competition.

One young person who participated in the after-school debate club spoke about Debate Mate’s incredible impact on their confidence and self-belief: “Before Debate Mate, I was shy and didn’t speak up in class. Now, I feel confident sharing my ideas and even leading discussions.”

Many young people who take part in the programme share this experience. Central Park Primary School in Newham is one of many schools where debate training has empowered young people to engage in classroom discussions and learning opportunities.

English Teacher, Mr. Thompson, said: “The change in my students has been remarkable. They are more articulate, confident, and engaged. Debate Mate has not only improved their academic skills but also their overall attitude towards learning.”

19 months

The most disadvantaged children are 19 months behind their more well-off peers in language and communication development by the time they start primary school.19

Debate Mate taught me how to think critically and argue my point. These skills are helping me in all my subjects, and I’m even considering becoming a lawyer.

Jamal, aged 15

Debate Mate

The Lyric Hammersmith Theatre

The Lyric Hammersmith Theatre is one of the UK’s top-producing theatres, with a vibrant history stretching back over 120 years.

The Lyric Hammersmith Theatre’s START programme is an innovative arts education initiative designed for west Londoners aged 16–21 who are not in employment, education or training (NEET). Launched over a decade ago, START aims to support young people in overcoming the barriers that hinder their success in traditional educational and employment environments.

The Unnoticed

Lyric Hammersmith Theatre

89%

Research from Netflix and the National Youth Theatre (NYT) has highlighted attitudes toward creative careers among working-class families in the UK. The study reveals that 89 per cent of working-class parents are hesitant about their children pursuing careers in the creative industries. Instead, they favour traditional professions such as law, finance, medicine, and technology, which are perceived as offering better career progression, pay, and stability.20

With a focus on personal growth and artistic development, the programme has empowered around 300 participants, equipping them with essential skills to re-engage with education or enter the workforce.

Held each academic term for six weeks, START sessions welcome around ten young people from at-risk backgrounds. Experienced directors guide participants by encouraging their artistic interests while enhancing their performance skills. Complemented by pastoral support from a Creative Youth Worker, the programme creates a nurturing space that encourages exploration and self-expression.

Using dramatic techniques, participants engage in character-building exercises that help them confront and navigate the issues contributing to their disengagement. This creates a sense of community, inclusivity, and respect among participants, which enhances their willingness to learn. The programme also allows participants to showcase their progress to peers and teachers.

Graduates leave with a Trinity Bronze Arts Award and receive up to six months of follow-on support from the Lyric Hammersmith Theatre. This ensures a sustained impact on young Londoners journey toward engaging in learning.

START

Lyric Hammersmith Theatre

Oxford Gardens Primary School

Total project cost

£146,000

Grant amount

£81,000

Boroughs Kensington and Chelsea

Project title

Enhanced provision for children who identify as Travellers of Irish Heritage at Oxford Gardens Primary School

Situated in north Kensington, Oxford Gardens Primary School was significantly impacted by the Grenfell Tower tragedy. This led to the creation of new community projects designed to support students and their families.

As approximately 8% of students are from a Travellers of Irish Heritage background, a Traveller Learning Mentor role was established in 2018 to offer tailored guidance to students from the Gypsy, Roma, Traveller (GRT) community.

Terry is the GRT learning mentor. He supports twenty-five children with all aspects of their school life inside and outside the classroom. In particular, he works closely with students to improve their numeracy, literacy and social development skills. Terry has dramatically increased young people’s attendance by delivering a tailored support programme, with all but one student attending school daily. This support has ensured that all children feel motivated and engaged in school.

Having worked closely with the children’s parents, Terry has also welcomed families from the GRT community to the school for events such as parents’ evenings and assemblies. Terry begins each day by collecting the children from the site and bringing them to school. Only a few children would have been waiting for him when he first started, but now he and two other staff members have collected significantly more pupils. This is a testament to the positive impact GRT learning mentors can have in schools across London.

The children have integrated with their peers. On the playground, they would rarely associate with the other children and only played together outside.

Now they’ve completely integrated.

Terry King,

GRT Mentor, Oxford Gardens Primary School

86%

86% of pupils excluded from Oxford Gardens Primary School were travellers of Irish Heritage – a figure that reduced to 0% after the appointment of a Gypsy, Roma, Traveller Learning Mentor.

Nationally, travellers of Irish heritage and Gypsy or Roma pupils have the highest rates of overall and persistent absence.21

Mayor’s Fund for London

£122,969.00

£64,000 Boroughs

Camden, Lewisham, Southwark and Greenwich

4.3%

Before the pandemic, just 4.3% of statefunded alternative provision school students achieved GCSEs in English and Maths at grades 9-4, compared to 64.6% in mainstream and special schools.22

The Mayor’s Fund for London (MFL) is an independent charity founded in 2008 in response to the financial crisis that left many young people in London facing significant challenges.

Recognising that one in four young Londoners were unemployed, MFL was set up to improve life chances for children and young people living in poverty.

MFL developed Real World Maths to target students in Pupil Referral Units and those at risk of exclusion from mainstream education. The project improves students’ attitudes towards mathematics by demonstrating its real-life applications and relevance. Through engaging, volunteer-led sessions, young people explore various mathematical concepts and skills essential for everyday life and future career paths.

The project features interactive, hands-on activities to develop problem-solving skills, critical thinking, and collaboration. Each session begins with icebreakers and includes structured learning tasks aligned with the KS3/4 curriculum. Participants also have the chance to connect with professionals from various industries further to understand the importance of mathematics in different careers.

Over two years, students participate in multiple sessions to build relationships with volunteers and deepen their understanding of mathematical concepts. The initiative also incorporates elements of financial literacy, addressing the pressing economic challenges many students face today.

Nathan has been studying in Alternative Provision for most of his secondary school experience. Nathan loves maths and wants to work in sales but has not yet had the opportunity to access or have any knowledge of the workplace. As part of Real World Maths Nathan visited Vanquis Bank.

Nathan was engaged throughout the session, asking questions throughout (and even testing the volunteer’s understanding of their policies!). During the office tour, Nathan chatted with different members of the team, including a director who was also from Camden.

As a result of Nathan’s enthusiasm and inquisitiveness, the same Director offered to go to Heath School and speak to students about how she navigated her career in the sector.

Nathan worked with a volunteer, enjoyed and showcased his skills and received plenty of positive feedback from the Vanquis team. Nathan left wanting to work in the Vanquis office in the future.

The Place2Be

Total project cost

£84,800

Grant amount

£84,800

Boroughs

Lambeth and Islington

Project title

Supporting in-school mental health services Priority

Truancy, Exclusion and Behaviour Management

1 in 5

One in five children and young people in England aged 8 to 25 had a probable mental disorder in 2023.23 The number of behavioural incidents in a school decreased by 40% within a year of partnering with Place2Be.

Place2Be was founded in 1994 to support children’s mental health by providing in-school counselling and emotional support.

The charity works with primary and secondary schools across the UK, offering one-to-one therapy, group sessions, and whole-school mental health training for teachers and staff.

Place2Be works in over 400 secondary schools, including around 190 schools in London.

Driven by the goal of helping young people deal with everything life throws at them, Place2Be also upskills teachers to understand students’ behaviour and support their emotional well-being.

We provided funding to Place2Be to continue supporting mental health services at Goldfinch Primary School in Streatham and to initiate support at Pakeman Primary School in Islington. Both schools are in disadvantaged areas where children face challenges such as poverty, housing instability, and gang-related issues, impacting their mental health and behaviour.

The grant enabled Place2Be to embed trained mental health professionals within these schools, providing a whole-school approach to mental health support. Services include one-on-one counselling, group sessions, self-referral drop-ins, teacher consultations, and parent support. Teachers receive guidance on student well-being, behaviour, and self-care, while parents gain insights into their children’s needs.

My child has struggled with anxiety for years. Since working with The Place2Be, I’ve seen such a positive change. He’s happier, more confident, and doing better in school.

(Parent)

Children in London face ongoing challenges due to the Covid 19 pandemic and the cost-of-living crisis. Increased financial strain on families leads to higher rates of anxiety, depression, and self-esteem issues among children. Early intervention and prevention work help improve behaviour, attendance, and learning outcomes, reducing school exclusions and promoting well-being.

I feel like I can talk about my problems now, and it helps me concentrate in class.

(Student)

Truancy, exclusion and behaviour management: grants awarded

Widening participation

We’re deeply committed to widening participation in further education, higher education, and employment for disadvantaged young people in London.

Students from Stepney All Saints Secondary School My Big Career

Widening participation: Theory of Change

Our Vision

To contribute to a more equitable and just society by addressing systemic barriers to educational and economic opportunity for disadvantaged groups by widening participation and promoting inclusion.

Our objectives How change may come about The role we want to play Outcomes – 28/29

Work with communities experiencing barriers to higher education

Improve access to High Tariff Universities from marginalised communities

E xplore alternatives to Higher Education

Improve representation in employment sectors with low levels of diversity

Raise the profile of Widening participation and social mobility

Become a data driven organisation

High Quality Careers advice

High Tariff Universities understand the role they play in social mobility

Young people find the most suitable pathway for them to achieve career goals

Influencing policy, through published research, events and round tables

Better or and more targeted data

Fund projects offering Careers Advice based on the Gatsby Standards

Fund projects and bursaries that improve access to High Tariff Universities for marginalised communities

Forge relationships with High Tariff universities and support outreach workers

Fund projects that work with employers and training providers to improve the availability of roles to young people without traditional qualifications and in sectors with low levels of representation

Commission, solicit & invest in research and evaluation,

Invest in the grant team and systems for greater data analysis

Young have higher aspirations and are ready for employment

Increased number of young people from disadvantaged communities attend/High Tariff universities

An increased number of young people from disadvantaged communities graduate High Tariff universities

Increased number of young people taking up

Apprenticeships and paid Internships etc.

Better diversity within employment sectors

Changes to policy that discriminate or throw up barriers to education or employment.

The Portal Trust is able to direct funds to evidence driven projects

Fewer young people experience barriers to education and employment.

Aim

To promote access to further and higher education for disadvantaged young people in inner London.

Objectives

1

To increase the number of Inner London students from disadvantaged backgrounds successfully participating and staying in further and higher education.

2

To support work readiness, career planning and access to opportunity as part of the transition from further and higher education to the workplace.

We believe that every young person, regardless of their background, should have the opportunity to access the education and career pathways that support them to reach their full potential.

Through our grants, we address the barriers disproportionately affecting disadvantaged young people, such as limited access to resources, guidance, and opportunities. By working with partners, we create innovative and supportive programmes that inspire ambition, build skills and open doors to higher education, vocational training and meaningful employment.

To support this priority we have granted over £2.9 million.

This impact report showcases the outcomes of our initiatives and how they align with our mission to empower young Londoners.

Our Theory of Change diagram illustrates how our strategic funding and partnerships create equitable access and drive positive change.

£2.8m

To support this priority we have granted over £2.8 million.

My Big Career

Total project cost

£123,000

Grant amount

£60,000 Boroughs

Hackney, Camden, Tower Hamlets and Kensington and Chelsea Project title Connect. Inspire. Make Change

Priority

Widening

Participation

Around a fifth of secondary schools receive less than £2 per student to spend on career advice.24

My Big Career is committed to breaking down barriers and open doors for young people, regardless of their background.

By working closely with schools and communities, the organisation ensures every student has the support, guidance, and opportunities needed to unlock their full potential. From expert career advice to life-changing work experience, My Big Career is shaping brighter futures.

At the heart of this mission is the Connect. Inspire. Make Change programme which is designed to equip young people with the confidence, skills, and connections to succeed. Through Insight Days with leading employers, students gain a first-hand look into industries they might never have considered. The programme also offers hands-on support for university and job applications, ensuring young talent can stand out. On top of that, personalised career coaching from industry professionals provides invaluable mentorship, helping students navigate their next steps with clarity and ambition.

The impact speaks for itself. In its first year alone, the programme partnered with 19 secondary schools, delivering over 1,000 career sessions to more than 1,500 students. Additionally, 156 young people took part in Employer Insight & Access Days, gaining exclusive access to top companies such as Goldman Sachs, the London Stock Exchange, Condé Nast, and M&C Saatchi Group.

By equipping young people with knowledge, confidence, and real-world opportunities, My Big Career is driving real change and empowering the next generation to break through barriers and build a future that reflects their true potential.

On results day, I had so many mixed emotions; I remember the day so well. So, I went into my sixth form. There was a volunteer from My Big Career there called Tom. He was invaluable throughout the whole situation. I told him what I had got and that I didn’t know what to do. Tom talked me through the options, and we discussed the pros and cons.

University was the best decision of my life. I am having fun and getting good grades. I’m able to help my younger siblings and other family members, too.

My Big Career participant

My Big Career

Refugee Education UK

Total project cost

£165,000

Grant amount

£75,000

Boroughs

Inner London

Project title

Access to further education for young asylum seekers and refugees

Priority

Widening

Participation

Refugee Education UK (REUK) started as the Refugee Support Network with a small group of volunteers sitting around a kitchen table in Harlesden, Northwest London. Since then, it has grown into a UK-wide organisation assisting refugees. Refugee Education UK

Education is the foundation for rebuilding lives and restoring hope for the future. However, returning to and progressing in education comes with many challenges. REUK’s Further Education project – currently the only one of its kind in the UK – advises and supports 15–25-year-old asylum seekers and refugees to navigate and access realistic pathways into further education, higher education, or employment.

The project provides tailored casework support, interactive workshops on the English education system, and training for professionals working with young people.

We are working towards a world where all refugee and asylum-seeking children and young people can access education, thrive in education, and use that education to create a hopeful, brighter future.

Refugee Education UK

Mahmoud’s story

Only 4% of refugees are enrolled at further education colleges.25

Mahmoud (not his real name) was put in contact with the REUK further education project while seeking support to continue his education. He dreamed of going to university but struggled to get his qualifications from his home country recognised in the UK and was unsure how to fund his studies. REUK guided him through the process, helping him apply for a free Access to HE Diploma, which allowed him to start university in September 2024.

The Brilliant Club

Total project cost

£958,813

Grant amount

£60,000

Boroughs

All 14 boroughs

Project title

The Scholars’ Programme

Priority Widening Participation

Start date September 2022

End date July 2024

No. of participants

3,625

Status

Complete Duration 2 years

The Russell Group’s share of disadvantaged and low participation area students has declined since 1997 compared to the rest of the sector.26

The Brilliant Club is a UK-based charity dedicated to increasing access to top universities for students from underrepresented backgrounds.

By partnering with schools, universities and PhD researchers, the Brilliant Club bridges the gap between disadvantaged students and higher education.

Students from The Compton School

The Brilliant Club

On the Scholars’ Programme, PhD tutors design academic courses based on their research and deliver them to school pupils across seven sessions. Some courses studied in 2022 included Biology: The Healthy Heart, taught to Key Stage 2 students in Newham, and Medieval Pilgrim Souvenirs: Examining their Form, Function, and Relation to Saint Thomas Becket, studied by Key Stage 4 students at a secondary school in Kensington & Chelsea.

The academic tutorials are designed to stretch students’ capabilities and build confidence in what they could achieve in a university setting.

For six years in a row, an independent evaluation led by UCAS has shown that graduates from the Scholars’ Programme are significantly more likely to progress to the most competitive universities (56%) than their peers from similar backgrounds (37%).

I grew up in an area where not many people went to university. I worked hard in school, but I still didn’t feel like I was good enough to do well at university. I then had the opportunity to take part in the Scholars’ Programme. I had to really push myself to think critically but I always knew that I could also rely on my PhD tutor to explain things clearly to us in our tutorials.

‘I’m about to finish my PhD in English Literature at the University of Greenwich. I am so excited to be a Scholars Programme PhD tutor now myself and hopefully support and inspire a group of young people.

Connor, a returning mentor, who took part in The Scholars’ Programme

Students from The Compton School

The Brilliant Club

Rich Mix

Total project cost

£179,016 Grant amount

£50,000

Project title

Rich Mix is an arts charity and cultural hub in east London dedicated to celebrating and sharing creativity in one of the city’s most diverse areas.

Established in 2001, Rich Mix was founded on the belief that cultural diversity strengthens communities, especially in the face of social challenges.

91%

In a Teach First poll, 91% of secondary school teachers felt it was essential or imperative that literature written by ethnic minority authors is studied as part of the curriculum in secondary schools.27

Flip the Script

Rich Mix

Flip the Script is an innovative Rich Mix education programme aimed at primary school children in years five and six from Hackney and Tower Hamlets. Designed to enhance educational outcomes and well-being, the programme introduces students to the decolonisation of history through storytelling and film.

During the project, children engage in a carefully curated film curriculum that highlights diverse historical perspectives while they develop their creative and literacy skills. A series of 17 film screenings reach around 1,200 students, introducing new film genres followed by post-screening discussions.

The Autumn and Spring term screenings feature people of colour as positive role models, encouraging students to write reviews and plot summaries. In the Summer term, the focus shifts to coming-of-age stories and themes of well-being and identity to support young people’s transition into secondary school and aiding their behavioural and emotional development.

At the end of every school year, Rich Mix hosts a film festival to celebrate everyone’s hard work and introduce children to the cinema environment. For some students, it was their first time at Rich Mix, and for others, their first-ever cinema experience. The event provides a fantastic opportunity for children to feel connected to Rich Mix and their local neighbourhood cinema – where they feel welcomed and valued.

Ensuring children have access to and can engage with different ways of expressing their culture and heritage is paramount to us in ensuring children’s sense of belonging and self-confidence is strong.

Tower Hamlets Teacher

Flip the Script

Rich Mix

First Star Academies UK

Total project cost

£650,000

Grant amount

£219,000 (2018)

£22,000 (2022)

Boroughs

Inner-London wide

Project title

First Star Expansion and Research Project Priority

Widening Participation

Start date

June 2018 & June 2022

End date

June 2021 and September 2023 No. of participants

(30 pa)

We were the first UK funder of First Star, the UK’s only long-term university preparatory programme for care experienced young people.

First Star finds local care experienced children from around age 14 (the beginning of GCSEs) and links them to a university.

The first pilot was established at St Mary’s University, Twickenham, in 2017 and provided a template for expanding the programme nationally. With our support, the programme grew to include a range of activities designed to promote personal growth, academic achievement, and career readiness among care-experienced young people.

First Star Scholar Lilley

Key initiatives included academic mentoring, life skills workshops, scholarship programmes, and community-building activities.

In addition to this, the project published the 12 by 24 report to raise awareness and introduce a pledge for the university sector: to double the number of 19–21-year-old care leavers going to university from 6% to 12% by 2024. The 12 by 24 report was published in partnership with the Centre for Social Justice.

The report has heightened awareness of the challenges care-experienced individuals face and prompted educational institutions to adopt more inclusive practices. For instance, the University of Winchester’s Access and Participation Plan references the 12 by 24 pledge, demonstrating a commitment to supporting care leavers in higher education.

While progress towards the original goal has been limited, the report has influenced policy discussions and encouraged efforts to improve educational outcomes for care-experienced young people.

We’re committed to highlighting the disparities in outcomes for young care-experienced people. With help from First Star, we commissioned Civitas to write a second report to further this agenda – Breaking the Care Ceiling (2023). Data indicates that 14% of care leavers attend university, compared to 47% of their non-care-experienced peers, suggesting that the gap remains significant.

The challenges faced by care-experienced young people in accessing higher education are an issue we care deeply about, and we are committed to providing further funding to improve opportunities and support their progression.

6%

According to Department for Education statistics, in 2017–18, just 6% of 19–21-year-old care leavers were in higher education, compared to 34% of 19–21-yearolds in the general population.28

Increasing attainment gaps, high levels of persistent absenteeism and under-achievement are educational outcomes deepened by the challenges of being in care.

Lorna

Goodwin,

First Star CEO

First Star

Widening participation: grants awarded

Total

£2,807,380

About us

START

Lyric Hammersmith Theatre

List of publications

The Portal Trust is committed to championing equality of opportunity and continuously expanding its knowledge to better support young people.

We explore key issues affecting education, social mobility, and community development through our publications, using research and insights to drive meaningful change which informs our grant making.

Here is a selection of reports and studies we have supported over the past six years, highlighting our ongoing commitment to learning and impact. While not exhaustive, this snapshot reflects the breadth of our work—we also publish and support other pieces of evaluation and research in response to emerging needs and opportunities.

2024

Education, Skills and Inequality in London

Professor Graeme Atherton

The report highlighted key disparities in educational outcomes across the capital. Providing vital data and analysis to inform policy and practice, reinforcing our commitment to tackling inequality and improving opportunities for young people across London. The findings continue to shape our strategic priorities and partnerships. A key finding from the Education, Skills and Inequality in London report: young people eligible for free school meals are half as likely to achieve a Level 3 qualification by age 19 compared to their peers.

2023

Breaking the Care Ceiling Civitas

Breaking the Care Ceiling highlighted how just 14% of care leavers under the age of 19 progress onto higher education, compared to 47% of all other children, a discrepancy that has hardly changed in a decade. Analysis conducted by the Children and Families Unit at Civitas shows that children entitled to Free School Meals and those in the poorest fifth of households are more than twice as likely to go to university before age 19 as a young person who grew up in care. At the top 32 universities in England, only 90 care leavers under the age of 19 started an undergraduate course by 2021/22.

Breaking the Care Ceiling created a unique league table ranking universities based on the number of care-experienced students they support.

Education,

Skills and Inequality in London

2022

Great – More than luck: enabling access and success in Higher Education for Gypsy, Romany and Traveller (GRT) communities. (Update)

Professor Graeme Atherton

This update looked at the progress made in extending access to higher education for learners from GRT communities since 2020. The percentage of students entering HE from Travellers of Irish heritage and Gypsy/Roma groups has only increased by 2% and 4%, respectively, in the last 11 years.

2020

Great – More than luck: enabling access and success in Higher Education for Gypsy, Romany and Traveller (GRT) communities.

Dr Graeme Atherton and Sir John Cass’s Foundation

This report examined whether the advent of greater policy focus in recent years on the inter-connected social inequalities that GRT communities are subject to, together with changes in how widening access work is delivered and regulated, has led to increasing such work with this group. The report considered the impact of Covid 19 on education, there is a need for a specific focus on GRT communities if any tangible progress had been made to increase made in increasing the participation of GRT learners in higher education.

2019

12 by 24

The Centre for Social Justice and Sir John Cass’s Foundation.

The report focused on looked-after children and care leavers, some of society’s most vulnerable people. Most of them enter the care system because of abuse and neglect. Care-experienced individuals are also at high risk of becoming homeless and entering the criminal justice system. These individuals are also much less likely than average to move into higher education. The research revealed that just 6% of care leavers aged 19–21 go on to higher education, compared to 34% of 19–21-year-olds in the general population.

2018

Breaking Down Barriers –Higher Education for All

Sir John Cass Foundation and London Metropolitan University

The Breaking Down Barriers report by Sir John Cass’s Foundation and London Metropolitan University examined challenges in accessing higher education, particularly for disadvantaged students. It highlighted systemic inequalities and offers recommendations to improve inclusivity, including financial support, mentorship and tailored programme. The report advocates for a more equitable, accessible higher education system.

List of lectures

The Portal Trust Lectures delivered at the Bayes Business School provide a platform for leading thinkers to share their insights on education, opportunity, and social progress.

We invite distinguished speakers to present their knowledge and expertise, sparking meaningful discussions that inspire change.

2023

Colleen Harris MVO DL

What London can teach the rest of the world

Portal Trust Diversity Consultant

Colleen highlighted core values like democracy, equality, and freedom of expression as a framework for multiculturalism, rejecting forced assimilation. Her lecture focused on the barriers young Londoners face due to ethnicity and class, stressing education’s crucial role in fostering diversity.

2022

Professor Rosie Meek

The importance of sport and physical activity in supporting education and rehabilitation in our prisons

Chartered Psychologist and founding Head of the Law School at Royal Holloway University of London

In her lecture for the Portal Trust, Rosie Meek focused on the transformative power of education in prisons, stressing its role in rehabilitation and reducing re-offending. She discussed the challenges faced by incarcerated individuals and highlighted the need for greater investment in prison education to foster personal growth and societal reintegration.

2021

Dame Diane Lees DBE

Creating Global Citizens: Museums and their role in building a future.

Director General of the Imperial War Museums

Dame Diane Lees’ lecture for the Portal Trust underscored the importance of preserving history and heritage in education. She discussed how museums can inspire critical thinking and a deeper understanding of society, highlighting their role in shaping informed citizens. Diana Lees advocated for increased access to cultural institutions, especially for disadvantaged communities.

2020

David Isaac CBE

Moving beyond the “I” to the “we”: how the education system can help heal a divided society

Former Chair of the Equality and Human Rights Commission

David Isaac’s lecture for the Portal Trust focused on equality, diversity and inclusion, particularly in education and the workplace. He addressed the challenges of overcoming discrimination and inequality, emphasising the need for systemic change. Isaac highlighted the role of leadership in fostering environments where diverse individuals can thrive and succeed.

2019

Professor Frances Corner

OBE

Fashioning Futures: How fashion education can impact social mobility

Head of London College of Fashion and Pro Vice-Chancellor of University of the Arts London.

Frances Corner’s lecture for the Portal Trust highlighted the transformative potential of creative education in shaping future leaders. She accentuated the importance of arts and design in fostering innovation, critical thinking and resilience. Frances Corner also discussed the need for inclusivity and access to creative education to drive societal and economic progress.

2018

The Rt. Hon. Ruth Kelly

The importance of education on the life chances of children in care

Pro Vice-Chancellor, Research and Enterprise, St Mary’s University, Twickenham

Ruth Kelly’s lecture for the Portal Trust focused on the intersection of education and social mobility. She highlighted the role of schools in bridging inequalities and advocating for policies that support disadvantaged students. Ruth Kelly also stressed the need for strong leadership and investment in education to create lasting opportunities for all.

In-kind grants

Well Street Hall

We support Affordable Accommodation 4 Students (AA4S) in Hackney by providing rent free accommodation to them each year so they can supply affordable accommodation to students in London.

Home to 132 bedrooms across three floors, Well Street Hall offers some of London’s most affordable student accommodation. A 24-hour on-site pastoral care team provides support to residents. Its location – within four miles of major universities like Queen Mary, London Metropolitan, City, LSE, and King’s College – ensures students have easy access to their studies while benefiting from a safe and supportive living environment.

As part of our ongoing commitment to education, we have provided rent-free accommodation to The Aldgate School, and Stepney All Saints School. The financial value of this support was independently assessed and continues to be recognised annually in the Trust’s audited accounts.

management

The Portal Trust Team

The Portal Trust’s staff team is dedicated to delivering its mission. We work closely with partners, grantees, and stakeholders to support education and young people.

With expertise in grant-making, project management, and research, the team ensures the effective distribution of funding and the development of initiatives that create meaningful change.

John Hayward Head of Administration

Carl Hanser Grants Manager

Lee Hunnisett Senior Grants Officer

Anne Dance PA to the Chief Executive/Chairman and Board Events Officer

Jane Miller Grants and Events Officer

Amy Cayzer Communications Officer

John Mead Buildings Manager

Fedinia Olonade Finance Officer

Michael Thomas Grants Intern

Former Team

Members

Amy Lazell Communications Officer (2021–22)

Megan Falck Grants Manager (2018–2021)

Chris Mathews Administration Manager (2018–2019)

Name Role

Richard Foley Chief Executive

From left to right: Carl Hanser, Richard Foley, Michael Thomas, Jane Miller, John Hayward, Amy Cayzer, Anne Dance, Lee Hunnisett. Not pictured Fedinia Olande and John Mead.

management

The Portal Trust Governors

The governors of The Portal Trust provide strategic leadership and oversight, ensuring the charity remains true to its mission of supporting education and social mobility.

Drawing from diverse professional backgrounds, they guide decision-making, governance, and long-term planning, helping to maximise the Trust’s impact on the communities it serves.

Our Governors

Name

Sophie Anne Fernandes

Denise Jones, Hon D Lett FRSA

His Honour Brian Barker

CBE KC

Anton Chambers

Rev Trevor Critchlow

David Hogben BEM

Rev Laura Jørgensen

Jennifer Moseley

Sarwar Zaman

Role

Chairman

Deputy Chair and Chair of Grants

Deputy Chair of Grants

Governor

Governor

Chairman of Audit & Risk

Governor

Governor

Governor and Board Diversity Champion

From left to right: Anton Chambers, Jennifer Moseley, Sophie Fernandes, Denise Jones and David Hogben.

Not pictured: Brian Barker, The Reverend Trevor Critchlow, The Reverend Laura Jørgensen and Sarwar Zaman.

Special Advisors to the Trust

Name Role

Professor Graeme Atherton

Professor Graeme Atherton is Director of the Centre of Inequality and Levelling Up (CELUP) at the University of West London and previously led the National Education Opportunities Network (NEON), the UK’s professional body for widening access to higher education. He founded World Access to Higher Education Day (WAHED) and previously led AccessHE (2012–2021), a London-wide network of over 200 schools, colleges and universities. He is a trustee of the National Union of Students and holds visiting professorships at Sunway University, Malaysia, and Amity University London. Graeme has authored over 200 publications and conference papers and is Vice Principal, Ruskin College and Associate Pro Vice Chancellor, Regional Engagement, University of West London.

Colleen Harris MVO DL

Colleen brings over 30 years of senior-level experience, including roles in the Prime Minister’s Office and HRH The Prince of Wales’s Household, alongside leadership in equality, race relations, career coaching, recruitment, and media. She is a specialist in diversity and inclusion and engaging hard-to-reach groups, and has held trusteeships across the arts, health, and the Greater London Lieutenancy, where she serves as Representative Deputy Lieutenant for Wandsworth and Executive Chair.

A trained teacher, Colleen supports youth-focused initiatives like Ebony Horse Club and Chineke!, promoting opportunities for young people from disadvantaged backgrounds. She is a former Woman of the Year and has been named among the UK’s most Powerful Black Women and Top 100 BAME Business Leaders.

Special Adviser on Education and Social Inequalities

Former Governors of the Portal Trust

We thank our former governors, listed below, for their dedication and contributions to the Portal Trust. Their commitment and expertise have played a vital role in shaping our work, and we are grateful for their impact during their time with us in improving the lives of those most in need.

Former Chairman and Governor (2015–2024)

Kevin Everett Former Chairman and Governor (1989–2019)

Paul Bloomfield Governor (2011–2021)

Helen Folorunso

Diversity Consultant

Governor (2019–2024)

Ratidzo Starkey Governor (2021–2024)

Fancy Sinantha Governor (2022–2024)

Name Role

John Hall

Sponsorship of educational events

Frontline Innovation Awards

In 2024 and 2025, we sponsored the Frontline Award for Innovation, a category within the Frontline Awards that recognises innovative approaches in social work that improve outcomes for children and families in need of support. This sponsorship reflects The Portal Trust’s commitment to encouraging new and effective working methods within the sector.

The 2024 award was presented to Jo Ritchie for her work supporting children and women at high risk of exploitation. Her approach has had a meaningful impact on the lives of vulnerable individuals, aligning with the purpose of the Frontline Awards in recognising achievements within children’s social work.

By sponsoring this award, we have helped to highlight the importance of innovation in social work and its role in improving the lives of those most in need.

Festival of Higher Education at the University of Buckingham 2018–2019

In 2018 and 2019, we sponsored the Festival of Higher Education at the University of Buckingham, offering a platform to address key sector issues. Founded by Sir Anthony Seldon, the Festival brought together policymakers, academics, and leaders to discuss social mobility, curriculum, AI, university funding, and higher education’s evolving role.

The 2018 event covered topics such as degree apprenticeships, financial sustainability, and student expectations. A highlight was a The Higher Education Policy Institute [HEPI] debate on academic selection at 11 and 18. Dr Peter Foltz also presented AI tools for education, prompting discussions on ethics and employment.

In 2019, the Festival expanded to focus on widening participation, digital innovation, and funding futures. A HEPI debate examined male underachievement, with insights from Mary Curnock Cook, Martin Daubney, and Professor Martin Mills.

Donmar Warehouse

In 2019, we supported the Donmar Warehouse in its co production with Clean Break, featuring the staging of Alice Birch’s play “[BLANK]”, which explores the impact of the criminal justice system on women and their families. The play, directed by Maria Aberg, consisted of 30 selected scenes from a larger collection of 100 scenes written by Birch. The production ran from October 11, 2019, to November 30, 2019.

The Trust’s support was designed to help raise awareness of the difficulties encountered by women serving prison sentences.

World Book Day community characters London College of Fashion

Endnotes

1 https://www.sra.org.uk/sra/equality-diversity/diversity-profession/ diverse-legal-profession/

2 A Class Act – Access to the Workplace. The Sutton Trust. Written by Erica Holt-White, Professor Dave O’Brien, Dr Orian Brook, Dr Mark Taylor

3 https://www.heritagecrafts.org.uk/our-stories/announcements/redlist2023/

4 https://www.ism.org/news/12-5-decline-in-gcse-music-entries-great-concernsays-ism/#:~:text=ISM%20analysis%20of%20GCSE%20statistics,EBacc)%20 was%20introduced%20in%202010

5 https://theconversation.com/gcse-results-more-young-people-arestudying-languages-but-the-overall-picture-for-language-learning-remainsbleak-237252

6 Primary school children’s perspectives and experiences of Emotional Literacy Support Assistant (ELSA) support. April 2020. Educational Psychology in Practice. Authors: Bonnie Wong, University of Southampton. Danielle Cripps, Hayley White, Laura Jane Young

7 https://www.novus.ac.uk/news/supporting-women-in-prisoneducation/#:~:text=Women%20in%20prison%20often%20have,released%20 and%20reducing%20reoffending%20rates

8 https://cirl.etoncollege.com/wp-content/uploads/sites/4/2022/01/Peermentoring.pdf

9 https://www.gov.uk/government/organisations/natural-england

10 https://www.gov.uk/government/organisations/natural-england

11 National Literacy Trust, (2020) https://literacytrust.org.uk/information/what-isliteracy/

12 https://explore-education-statistics.service.gov.uk/find-statistics/children-ssocial-work-workforce

13 https://www.sec-ed.co.uk/content/news/literacy-fears-the-disadvantagedpupils-who-dont-own-a-single-book/

14 Dr D. Fancourt, K. Warran & H. Aughterson, ‘The role of arts in improving health & wellbeing’ https://assets.publishing.service.gov.uk/government/uploads/ system/uploads/attachment_data/file/929773/DCMS_report_April_2020_ finalx__1_.pdf

15 https://link.springer.com/article/10.1007/s10940-021-09536-3

16 https://assets.publishing.service.gov.uk/media/5b6d5ddeed915d311c8f5e32/asporting-chance-an-independent-review-sport-in-justice.pdf

17 https://publications.parliament.uk/pa/cm5803/cmselect/cmeduc/56/summary. html

18 https://assets.publishing.service.gov.uk/government/uploads/system/uploads/ attachment_data/file/217412/impact-employment-reoffending.pdf

19 https://literacytrust.org.uk/research-services/research-reports/parentssupport-for-young-childrens-literacy-at-home-in-2024/

20 https://www.nyt.org.uk/news/netflix-and-nyt-research-finds-majority-ofworking-class-parents-dont-want-their-child-to-pursue-a-creative-career/

21 The Government, Absence from school, Published 8 February 2024

22 https://ffteducationdatalab.org.uk/2022/07/long-term-outcomes-of-pupilswho-experience-alternative-provision/

23 NHS England, https://www.england.nhs.uk/2023/11/one-in-five-children-andyoung-people-had-a-probable-mental-disorder-in-2023/

24 https://www.gatsby.org.uk/uploads/education/reports/pdf/2022-10-earlycareer-framework-tt-gatsby-final.pdf

25 https://www.gatsby.org.uk/uploads/education/reports/pdf/2022-10-earlycareer-framework-tt-gatsby-final.pdf

26 https://www.suttontrust.com/wp-content/uploads/2023/10/25-Years-ofUniversity-Access.pdf

27 https://www.teachfirst.org.uk/sites/default/files/2020-09/Missing%20Pages%20 Report.pdf

28 https://www.gov.uk/government/statistics/children-looked-after-in-englandincluding-adoption-2017-to-2018

Image credits

Excluding photography provided for projects:

Nick David: front cover and pages 5, 7, 25, 26, 40, 41, 95 and 96

Christopher Andreou: pages 12, 13, 14, 15, 23, 24, 29, 30, 63 and 64

Bettina Adela: pages 83 and 84

David Parry: page 33 (courtesy of Victoria and Albert Museum, London)

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