PDG Strategy Statement 2022-23
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 2022 to 2023 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 | Llanrhidian Primary School |
| Number of pupils in school | 152 (inc Nursery) |
| Proportion (%) of PDG eligible pupils | Plasc 2022 - 5.1% 3 Year Average - 8.6% Current - 9.5% (11/115 Y1 to Y6) |
| Date this statement was published | 08.09.22 |
| Date on which it will be reviewed | 10.01.23 |
| Statement authorised by | D Caswell |
| PDG Lead | D Caswell |
| Governor Lead | J Houston |
Funding Overview
| Detail | Amount |
| PDG funding allocation this academic year | £12,650 |
| Total budget for this academic year | £715,696 |
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
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. Increased progress for targeted pupils | 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, MySelfie, daily observations and family support |
| Reduced financial pressure and barriers for every vulnerable learner | Family financial support - food, school trips, uniform, residentials |
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.
Providing appropriate intervention and support programmes that are proven to have the greatest impact and to be sustainable. These include booster session for developing literacy and Numeracy skills as well as online home learning.
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
Identify eFSM learners and identify support needed to enable full potential
Develop lead and deliver intervention programs across all pods eg boost time
Deploy a well-being lead to support families and liaise with Early Help Hub.
Using the schools assessment system to plan for next steps and drive pupil progress.
Supplement educational trips and school uniform for eFSM familes or those facing financial hardship
Learning and Teaching
Budgeted cost: £12,150 (Estimated costs are £19,664 for 27.5 hours of TA support for full financial year. Subsidised by school)
| 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 eg by signposting external support, providing in house strategies, developing strong school to family links and monitoring pupil well-being. |
Community Schools
Budgeted cost: Cost Neutral (All community events are subsidised by donations from the community)
| Activity | Evidence that supports approach |
Caffi Cynefin - See link https://www.llanrhidian.swansea.sch.uk/caffi-cynefin/
Marchnad Mis - See link https://www.llanrhidian.swansea.sch.uk/caffi-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: £500 (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) |
Total budgeted cost: In 2022-23 has been provided with a PDG allocation of £12,650.
Review of outcomes in the previous academic year 2021-22
This details the impact that our PDG activity had on pupils in the 2020-21 academic year.
During 2021-22 - the school supported an increased number of pupils eligible for FMS (11%-9%) as well as those transitionally protected. Programmes included additional learning and well-being support. The school utilised additional staffing to support these pupils, especially through home learning during the Autumn 2020 pandemic peak. As a result all pupils returned to school and attendance of all identified pupils greatly improved. Well-being data demonstrated improved self assessment as well as measurable improvements in attitudes to learning. All identified pupils transitioned very well to secondary school as a result of additional activities to prepare for the changes. The school still checks in on these pupils in secondary school and links with the year 7 head of year remains strong.