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Pupil Premium

Strategy Statement

This statement details our school’s use of pupil premium (and recovery premium for the 2021 to 2022 academic year) funding to help improve the attainment of our disadvantaged students.

It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the effect that last year’s spending of pupil premium had within our school.

School overview



School name

Malden Oaks School & Tuition Service

Number of pupils in school


Proportion (%) of pupil premium eligible pupils

45% (Total including dual-registration)

19% (Single-registration only)

Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)


Due to the frequently changing size and need of our cohort, longer term planning isn’t possible. 

Date this statement was published


Date on which it will be reviewed

October 2022

Statement authorised by

Samantha Axbey

Pupil premium lead

Ayse Meliz

Governor / Trustee lead

Jill Braun

Funding overview



Pupil premium funding allocation this academic year


Recovery premium funding allocation this academic year


Pupil premium funding carried forward from previous years (enter £0 if not applicable)


Total budget for this academic year


Part A: Pupil premium strategy plan

Statement of intent

Malden Oaks School and Tuition Service intends to use the Pupil Premium Grant to support students to manage their social, emotional and mental health needs and to build resilience so that they can be effectively prepared to move on to future education, employment and training. 


This details the key challenges to achievement that we have identified among our disadvantaged students.

Challenge number

Detail of challenge


Inconsistent school history - Students have often had multiple school moves and/or lengthy absences. These may be as a result of illness, mental health needs, suspensions, poor engagement and/or family circumstances.  This lack of continuity means that students are likely to experience gaps in their learning. This in turn can lead to a lack of confidence which can exacerbate existing learning and/or SEMH needs. 


Insecure and poor attachments - Some students have difficulties in forming  and maintaining positive and secure relationships with key adults. These difficulties lead to students struggling to trust those around them which can negatively impact on their ability to take risks with their learning and social interactions. 


Uncertainty of long-term plans (specifically KS3) - Most students are placed whilst longer term placements are sought. This can lead to students being reluctant to invest fully in learning or developing attachments. 


Inconsistency with GCSE Programme - KS4 students may join part way through either Year 10 or Year 11 meaning they may have to switch between different subjects and/or specifications. This disruption can be difficult to manage. 

Intended outcomes

This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.

Intended outcome

Success criteria

Students feel a sense of belonging to Malden Oaks. 

Students (through student voice) and parents/carers (through parent survey and verbal feedback in reviews) continue to report a high level of satisfaction. Many KS3 students and parents continue to state a preference for Malden Oaks as their named placement at KS4.

Students to be exceptionally well-supported to move on to the next stage of education, employment and training.

NEET figures remain exceptionally low in comparison to national AP averages (currently 3%)

Students to be supported to fill the gaps in their learning resulting from an inconsistent school history and/or the impact of the pandemic.

Students continue to achieve exceptional academic success in comparison to national AP averages.

Activity in this academic year

This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above.

Teaching (for example, CPD, recruitment and retention)

Budgeted cost: £13,000


Evidence that supports this approach

Challenge number(s) addressed

Smaller group teaching for specific students. Our usual group size is 5 - 6. Some students benefit from an even smaller group for some specific subjects.

EP Endorsed

History of success


EP Hours- used for staff training and consultations

Our allocated EP specialises in CME (Children Missing Education) and so we make use of his expertise for staff supervision and consultation,


Realignment of responsibilities to provide a renewed focus on the whole school leadership of core subjects.

Malden Oaks has a history of recruiting experienced, subject specialist teachers. This approach has resulted in academic results which are exceptional in comparison to national averages for AP settings. This year we aim to ensure that this expertise is disseminated more widely, to develop even better links between key stages and between different parts of our provision.


Targeted academic support (for example, tutoring, one-to-one support structured interventions)

Budgeted cost: £ 6,000


Evidence that supports this approach

Challenge number(s) addressed

KS4 Mentoring Project

The majority of this cost is met through the Mayor of London’s fund, but in order to maximise the impact, we are using PPG funding to ensure EP support/supervision for teachers delivering the intervention


 KS3 Transition Work

Case studies from previous years evidence that the support we provide to settle KS3 students into their destination schools has a significant impact on their successful transition and longer-term outcomes.


Wider strategies (for example, related to attendance, behaviour, wellbeing)

Budgeted cost: £9,000


Evidence that supports this approach

Challenge number(s) addressed

Pet Therapy

  • EPS endorsed
  • Evidence based therapy


Targeted support worker sessions. 

Our support worker engages students at home and/or in the community, using an approach that meets them at their starting point. The plan may also include working with families/key adults. This approach has already resulted in students moving from very poor engagement to being able to attend a school setting and participate in group teaching. 


Total budgeted cost: £ 28,000

Part B: Review of outcomes in the previous academic year

Throughout the academic year for 2020-2021, we were allocated £955 for students counted under FSM/ Ever 6 FSM category and £2345 for every student who has left local authority care through adoption, a special guardianship order or child arrangements order

At the time of creating our 2020-2021 PPG Plan, around 41% of students attending Malden Oaks fell into one of the categories covered by the Pupil Premium, a three percent rise from 2019-2020. 

It should be noted that Malden Oaks only receives the full amount for those students who are not on the roll of a mainstream school at the time the census takes place and this was calculated as 27 students across our KS3 and KS4 sites for 2020 - 2021.  Additionally, our cohort fluctuates considerably year to year and so longer term planning is particularly challenging. 

Plan for 2020-21

Target: To continue narrowing the disadvantage gap by addressing inequalities and raising attainment of those students in low income families

Expected outcomes

·         To improve students’ attendance but strengthening engagement

·         To further narrow the gap in performance at GCSE

·         To raise aspirations of eligible students

·         To improve the well-being of eligible students

·         For all eligible students to access extra-curricular opportunities

·         To provide opportunities for students to ‘catch up’ on learning opportunities previously missed through financial disadvantage, poor attendance or exclusion.


Year Group


Mindfulness Sessions- an optional provision for students ahead of their GCSES to support them in managing stress and anxiety. 

Yr 11


Ongoing Supervision and materials for ELSA (Emotional Literacy Support Assistant).



School Counsellor



Educational visits to support curriculum, social and/or life skills, offsite learning opportunities & PE



Extra-curricular activities after school



Teacher costs to support KS3 students transitioning into and out of KS3 Malden Oaks  



Equipment for health and well-being suite  (sensory equipment & gym equipment)



Due to the pandemic, a number of the planned actions were substituted or adjusted. However, the desired impact on outcomes was still achieved. The following data illustrates how the outcomes for Malden Oaks students compared exceptionally well with national AP data:


National AP average

(2019 - most recently available data)

Malden Oaks

(2020 - 2021)

Exclusion Rate



% not NEET on leaving yr 11



% gaining English + Maths 4 – 9 



% gaining English + Maths 5 – 9 



% achieving at least 1 GCSE or equiv 1 – 9