Pupil Premium 2019-2020

Pupil premium funding does not follow each pupil but it is used in two ways:

  • To support school wide change and improvements in the quality of teaching and learning
  • Supporting those children through targeted interventions

In the academic year 2019/20 the school received the following funding: £87472

No single intervention provides a complete solution to the complex educational needs experienced by our pupils and it is therefore a multi-faceted approach that must be adopted, which will offer our pupils  the best opportunities for our pupils to succeed.

The key to closing the gap between the highest and lowest achieving pupils is careful and thorough monitoring and tracking of our pupil attainment and progress. The tracking can then inform effective interventions.

In the academic year 2019/20 the school spent the pupil premium in the following ways:

Improvement Initiative


Improving literacy and numeracy



Bug Club subscription

Bug Club intervention targeted to year 7 pupils

Targeted 1:1 interventions in maths and English

Interventions planned by English and maths teachers in conjunction with Directors of Learning and delivered by Pastoral and Learning Support Worker.

Improving academic outcomes


Revision materials for GCSE pupils

Additional revision sessions improve academic outcomes for pupils.

Continuing arts program in the school

Funds allocated to allow for a range of art opportunities and resources .

Careers advice and guidance

Support from Birmingham Support and Guidance Service which will include 40 days of careers support. Initially targeting year 9 - 11 pupils as part of their transition. Attendance at Annual reviews and EHC transfer for identified pupils.  Monitoring of outcomes for the 2019/20 year 11 leavers cohort. 


To support the rewards for our school merit system which pupils earn through positive engagement in lessons, high standards of behaviour and attendance above 90%.

Pastoral and pupil support


Support for transition to post 16

One day a week for a Pastoral and Learning Support Worker to aid pupils in securing post 16 placements and support for pupils in maintaining the post 16 placements

Pathfinder Project involvement

Subscription costs to the pathfinder project through which pupils and families are supported in a range of areas.


Support for individual pupils and families to help address barriers to learning and success.

Enrichment Program

To extend pupils experiences and encourage positive engagement at school.

SEMH development

Range of workshops led by external agencies to support pupils self-regulation skills and knowledge and understanding around PSHE issues.


Major impact and outcomes:

The impact of some of the interventions and expenditure has been hindered by the National Lockdown of School in the Summer term due to the COVID-19 Pandemic.




Reading progress has been hindered by COVID-19 National Lockdown in the Summer Term



Increased number of pupils gaining a greater number of GCSE qualifications

GCSE outcomes

Achieved the Silver Arts Mark award. Increased exposure for pupils to enhanced Arts Program within the school

Silver Arts Mark Awarded to the school in 2019.

Reduction in number of Fixed Term Exclusions (FTE) compared to previous academic year and during the year.

FTE data 35% reduction in Autumn 2019-20 compared to Autumn 2018/19. 36% reduction in Spring Term 2019/20 compared to Spring term 2018/19. There was a 38% reduction from Autumn 2019/20 to Spring 2019/20

Increased opportunities for pupils to experience in year 7 and year 8 through the enrichment program.

Enrichment program.

Reduction in number of Racist Incidents in year 7 and 8 following “Show Racism the Red Card” workshop.

Behaviour Watch data

The 84% of year 11 pupils had an identified post 16 placement. 35% of the 2018-19yr 11 pupils placements have been sustained  or they have been supported in finding new post 16 provision through involvement of the allocated post 16 worker.

NEET figures, Careers advice meetings. Records of support

Families involved in Malachi had improved engagement with external agencies. Improved relationship within the family home. Improved transition to school.


Case studies for individual pupils and families