Welsh Government Grant Expenditure & Plans
PDG Strategy Statement 2024-25
The Pupil Deprivation Grant (PDG) is allocated to schools with pupils who come from low-income families and are currently known to be eligible for free school meals (e-FSM) and pupils who have been looked after continuously for more than six months (LAC).
Schools are expected to make the best use of this funding to implement sustainable strategies that will quickly bring about changes for learners eligible for free school meals or who are LAC. This statement details our school’s use of the PDG for the 2024 to 2025 academic year. It outlines our strategy, how we intend to spend the funding in this academic year and the effect that last year’s spending had within our school.
School Overview
Detail | Data |
School Name | Gowerton Primary School |
Number of pupils in school | 331 pupils (inc Nursery) |
Proportion (%) of PDG eligible pupils | Current - 11.33% |
Date this statement was published | 10.10.2024 |
Date on which it will be reviewed | 10.01.25 |
Statement authorised by | R. J Jones |
PDG Lead | R. J. Jones |
Governor Lead | Cllr Sue Jones |
Funding Overview
Detail | Amount |
PDG funding allocation this academic year | £51,859 |
Total budget allocation | £1,394,051 |
Statement of Intent
- Improved outcomes of eFSM pupils.
- Increased attainment for targeted pupils
- FSM and other vulnerable pupils received appropriate intervention and support in order to achieve their expected outcomes
- Identified learners achieve good levels of attendance.
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 |
Improved outcomes of eFSM pupils. Through the use of targeted support interventions, to raise standards and ensure pupils make progress. | FSM and other vulnerable pupils received appropriate intervention and support in order to achieve their expected outcomes |
High levels of well-being for every vulnerable learner | Every vulnerable learner's wellbeing monitored through check ins, daily observations and family support |
Reduced financial pressure and barriers for every vulnerable learner | Family financial support - food, school trips, uniform, residential. |
To build capacity and provide high quality training for staff. Increase in the number of staff trained to deliver numeracy interventions (Power of 2 and Plus 1) and literacy interventions (Toe by Toe) Identified pupils achieve their expected outcomes. | To build capacity and provide high quality training for staff. Increase in the number of staff trained to deliver numeracy interventions (Power of 2 and Plus 1) and literacy interventions (Toe by Toe) Identified pupils achieve their expected outcomes. |
Activity in this academic year
This details how we intend to spend our PDG this academic year to address the challenges listed above
As a school we have agreed the following three steps:
- identify the target group of pupils, its characteristics and needs
- plan interventions which make the most effective use of resources
- monitor and evaluate the impact of resources
As a school we are committed to: -
- Ensuring effective teaching and learning by providing specific high quality training for school staff, regarding the progression of literacy, numeracy through all areas of learning and experience. Training will focus on numeracy interventions (Power of 2 and Plus 1) and literacy interventions (Toe by Toe)
- Providing appropriate intervention and support programmes that are proven to have the greatest impact and to be sustainable. These include booster sessions for developing literacy and Numeracy skills.
- Using a range of assessment approaches to identify learners’ needs, target interventions and monitor impact.
In Year Actions:
- Appoint a senior leader within the school to champion pupils who are eligible for FSM - Mr. I Ashton (DH)
- Identify eFSM learners and identify support needed to enable full potential
- Develop lead and deliver intervention programs across all year groups
- Deploy a well-being lead to support families and liaise with Early Help Hub. - Mrs R. Smales
- Using the school’s assessment system to plan for next steps and drive pupil progress.
- Supplement educational trips and school uniform for eFSM families or those facing financial hardship
Learning and Teaching
Budgeted cost: £51,859
Activity | Evidence that supports approach |
Small group support for literacy and numeracy | Additional staff to support teaching and learning enables bespoke intervention for pupils identified with need. |
Support for pupil and family well-being | The purposeful use of a well-being officer enables pupils and their families to be appropriately supported e.g. by signposting external support, providing in house strategies, developing strong school to family links and monitoring pupil well-being. |
To build capacity and provide high quality training for identified staff in a range of intervention programs. | More staff will be trained to identify any “gaps,” in a child’s progress using an intervention and will be able to identify the “next steps,” in their learning. Training in intervention programmes, including Toe by Toe, Power of 2, Plus 1 and Welcom early language programme. |
Community Schools
Budgeted cost: Cost Neutral (All community events are subsidised by donations from the community)
Activity | Evidence that supports approach |
Cwtch Cynefin | All community events are aimed at giving our pupils a sense of Cynefin (belonging), as well as providing them with high aspirations within the world of work. Our curriculum is aimed at ensuring all pupils aspire to the four purposes, and we use every opportunity to provide authentic experiences for all pupils, including those identified as vulnerable. |
Wider strategies
Budgeted cost: £1500 (Actual costs often exceed this. Subsidised by school)
Activity | Evidence that supports approach |
Financial Support - reduce barriers to learning and experiences | Vulnerable pupils need the same access to clubs, events and extra-curricular activities to ensure they can reach their potential, have raised aspirations and feel part of their school and community (Cynefin) |