Pupil Deprivation Grant
Annex 1. Pupil Development Grant School Statement template
This statement details our school’s use of the PDG for the 2023 to 2024 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.
If your numbers are 5 and below please use a * instead of the allocation to protect the identification of children.
School Overview
| Detail | Data |
| Golftyn CP School | |
| Number of learners in school | 407 |
| Proportion (%) of PDG eligible learners | 15.16% |
| Date this statement was published | July 2023 |
| Date on which it will be reviewed | July 2024 |
| Statement authorised by | C Thompson |
| PDG Lead | C Thompson |
| Governor Lead | N Cottrell |
Funding Overview
| Detail | Amount |
| PDG funding allocation April 2023 to March 2024 | £86,250 |
| EYPDG funding allocation April 2023 to March 2024 | £29,900 |
| Total budget for this academic year | £116,150 |
Part A: Strategy Plan
Statement of intent
| You may want to include information on:
· What are your ultimate objectives for the children being supported? · How does your current strategy plan work towards achieving those objectives? · What are the key principles of your strategy plan? |
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 school attendance | Attendance percentage increases |
| Improve well-being | Provide pupils with strategies to help them cope with different emotions |
| Improve teaching and learning | Supported/challenged in lessons to ensure they reach their full potential |
| Equitable model | Give more support, guidance and challenge to our disadvantaged pupils |
| Proportional representation for disadvantaged pupils | Disadvantaged learners are engaging in wider experiences outside of the classroom that will develop their skills to be successful in life |
Activity in this academic year
This details how we intend to spend our PDG this academic year to address the challenges listed above.
Learning and teaching
Budgeted cost: £ 45,958
| Activity | Evidence that supports this approach |
| Headsprout | A computer-based programme that focuses on building fluency in essential early reading skills (such as decoding and blending) through providing explicit phonics instruction and giving children lots of opportunities to practice, until skills become fluent. Three times a week, pupils work through activities in a computer programme which adapts instruction in response to their answers. Activities are designed to be engaging, with pupils working through cartoon-based worlds via tasks that resemble computer games. There are 80 lessons and, depending on individual children and their needs, sessions typically take between 10 and 30 minutes. Teaching assistants also deliver additional one-to-one fluency exercises to selected pupils alongside the computer-based instruction. |
| Talkboost | Narrow the gap-Helps children with their speaking and understanding, enabling many to catch up with their peers. |
| Dynamo | The Dynamo Maths program aims to support learners who are at risk of dyscalculia. They also help learners who are not performing as well as their peers. |
| Maths Intervention | Early interventions help pupils to catch-up and perform better across the curriculum. They also help with confidence and reduce maths anxiety. Early interventions are most valuable if you can find ways to build on the early gains interventions produce. |
| SAFMEDS | SAFMEDS are used to help pupils become fluent in definitions and basic concepts thus making complex learning and later synthesis of concepts more likely. They facilitate paired associative learning |
| English Intervention | Through early intervention, children learn how to use language to convey messages, to express feelings and to interact with their friends
Once a need has been identified, effective interventions can then be used to overcome any barriers in the child’s learning. |
| Homework club | Homework has a positive impact on average (+ 5 months) |
Community Focused Schools (to include: (i) building strong partnerships with families; (ii) responding to the needs of the community; (iii) collaborating with other services)
Budgeted cost: £ 28,351
| Activity | Evidence that supports this approach |
| Family workshops | Attending parenting classes and workshops is one of the most effective ways of preparing for parenting and handling difficult parenting moments. The classes and workshops help parents, both experienced and inexperienced, learn what to expect at each developmental stage of their child. They help parents stay abreast of the latest research in child development, child psychology, and developmental neuroscience. They also help parents learn new parenting skills and practice positive guidance. |
| Forest school family sessions | By immersing children holistically in the outdoors and the natural environment Forest School has the potential to promote all aspects of child development and growth including their physical, social, cognitive, linguistic, emotional, social and spiritual development (Davies 2013) |
| Monetary contributions to support with school trips | The school have allocated PDG funds to subsidise school trips for low-income families. |
Wider strategies (for example and where applicable, Health and Well-being, Curriculum and Qualifications, Leadership and Raising Aspirations)
Budgeted cost: £ 41,841
| Activity | Evidence that supports this approach |
| Well-being sessions | The well-being session environment is designed to be welcoming and safe, to support pupils in developing relationships with their peers and teachers, to develop their self-esteem, and to have a greater understanding of and ability to express their emotions. |
| ELSA sessions | It was designed to build the capacity of schools to support the emotional needs of their pupils from within their own resources. This is achieved by training teaching assistants to develop and deliver individualised support programmes to meet the emotional needs of children and teenagers in their care. It recognises that children learn better and are happier in school if their emotional needs are also addressed. |
| Unearthing sessions | The unearthing box helps ‘unearth’ our positive qualities, understand ourselves and others better and work out positive solutions for life’s thorny problems. |
| Friends Resilience | The Friends Resilience programmes help children and young people learn a range of skills to develop and enhance their skills in resilience, problem solving and coping, they learn how to cope with everyday worries by building confidence and self-esteem.
FRIENDS also teaches thinking and emotional problem-solving skills in a simple, structured format. Friends for Life is aimed at PS3 and Fun Friends programme at PS2. |
| Feelings Detectives | This is a coping skills intervention programme specifically designed for children aged between 7 and 13 years who would benefit from a boost in confidence with a little help around social communication and interaction skills, including, but certainly not exclusive to those with autism.
Along the way they will learn a range of skills to enhance their resilience and problem-solving abilities. They will also be taught coping methods to help manage anxiety using cognitive behavioural therapy (CBT) principles. |
| Drawing and Talking therapy | This is a gentle, non-intrusive method of working with children that can help to support their emotional and learning needs. Based on one 30-minute session every week for twelve weeks, the intention is to support our young people to develop and explore new communication methods that build internal resilience and often helps resolve emotional distress in a safer and more contained way.
Drawing and Talking learns to stay in the world of the child or young person’s drawing. The child or young person sets the pace and decides what to bring to the session. |
| Forest School sessions | By immersing children holistically in the outdoors and the natural environment Forest School has the potential to promote all aspects of child development and growth including their physical, social, cognitive, linguistic, emotional, social and spiritual development (Davies 2013) |
Total budgeted cost: £116,150
Part B: Review of outcomes in the previous academic year
PDG outcomes
This details the impact that our PDG activity had on pupils in the 2022 to 2023 academic year.
| Activity | Impact |
| ELSA sessions | Improved wellbeing scores for all ELSA pupils.
8% Less than 10 point increase 46% Between 11-19 point increase 38% Between 20-29 point increase 8% Above 30 point increase |
| Unearthing sessions | Improved wellbeing scores for all Unearthing pupils.
The Unearthing programme helps ‘unearth’ our positive qualities, understand ourselves and others better and work out positive solutions for life’s tricky problems. Unearthing is done on a 1:1 basis with children who need that little bit of extra help to believe in themselves. Unearthing increases self-esteem & empathy. Helps the child to solve problems with positivity and compassion. And allows the child to discover their wisdom and use it to progress. By learning and improving on these skills it helps the child to transfer those qualities into the classroom environment helping them to learn better, try harder and become more confident in their own ability. |
| Forest School sessions | 100% of pupils have said that Forest School sessions have impacted positively on their wellbeing. They enjoy learning outside and having the opportunity to work within a team to carry out problem solving activities. |
| Friends Resilience | 18 children have participated in this programme this academic year, some starting the programme in the previous year, completing it in this.
At PS3 the Stirling Well-being measure is used to measure positive outlook and positive emotional state, each child completing a survey each term. The maximum score possible is 60, the PS3 average is 43. Based on this measure: The average point increase for those completing the Friends Resilience programme was 8. 16 children (89%) improved their well-being score, one child (5.5%) recorded the same score, one child’s (5.5%) score fell by 4 points. 11 children (61%) are now above the PS3 average. 4 children (22%) are within 2 points of the PS3 average. 3 children (16%) are between 4-6 points of the average. |
| Feelings Detectives | 17 children have participated in this programme this academic year, 3 will complete the programme next term.
Based on the Stirling Well-being measure: The average point increase was a very high 18, though there was a number of very low initial scores, well below the PS3 average. 14 children (82%) improved their well-being score, two children’s score (12%) fell by less than 4 points, one child (6%) by 5 points. 10 children (59%) are now above the PS3 average. 4 children (24%) are within 4 points of the PS3 average. 3 children (17%) are between 5-10 points from the average, explainable and further support put in place. |
| Drawing and Talking | 5 children have participated in this programme this academic year in PS3.
Based on the Stirling Well-being measure: The average point increase was 9. 4 children (80%) improved their well-being score, 1 child’s (20%) score fell by 4 points. 2 children (40%) are now above the PS3 average. |
| Well-being sessions | Though not so easy to measure, a number of our children(19) in PS3 have received additional well-being support outside of the above named programmes, taking the form of more than a single instance of support.
This has ranged from play therapy, nurture support to dealing with various types of loss. Based on their latest well-being score: 9 of these children (47%) are now recorded as above the PS3 average 5 children (26%) are within four points of the PS3 average 3 (16%) are in Year 6 and scores reflect transition apprehension 2 (11%) are identified for further support |
| Dynamo | Year 2:
100% of pupils have made progress. 73% fell within the National Average band for the National Numeracy Procedural test. 36% fell within the National Average band for the National Numeracy Reasoning test. Year 3: 87.5% made progress. 37.5% fell within the National Average band for the National Numeracy Procedural test. 37.5% fell within the National Average band for the National Numeracy Reasoning test. Year 4: 85.7% made progress. 85.7% fell within the National Average band for the National Numeracy Procedural test. 100% fell within the National Average band for the National Numeracy Reasoning test. Year 5: 62.5% made progress. 87.5% fell within the National Average band for the National Numeracy Procedural test. 87.5% fell within the National Average band for the National Numeracy Reasoning test. Year 6: 50% made progress. 87.5% fell within the National Average band for the National Numeracy Procedural test. 87.5% fell within the National Average band for the National Numeracy Reasoning test. |
| Headsprout | Year 1:
All Headsprout pupils have moved up 1 or 2 reading stages. Year 2: 32% pupils (6/19) have been taken off as they are now reading ORT Stage 5 or above confidently. |
| TalkBoost |
Externally provided programmes
Please include the names of any programmes that you purchased in the previous academic year. This will help us identify which ones are popular in Wales.
| Programme | Provider |
| Headsprout | Lazel Inc |
| Talkboost | Speech & Language UK |
| Dynamo | Jelly James Publishing Ltd |
Further information (optional)
| Use this space to provide any further information about your PDG strategy. For example, about your strategy planning, or other activity that you are implementing to support pupils from low-income households, that is not dependent on PDG. |
£1000 has been put aside, this financial year, for subsidising school trips. The aim is to support low-income households. £30 will be deducted from the cost of a residential trip and £5 will be deducted from the cost of any other school trip. Once the money has been used up there will be no more money allocated until the next financial year.