ST ILLTYD’S PRIMARY SCHOOL
Pupil Development Grant Strategy Statement
2025-2026
This statement details St. Illtyd’s Primary School’s use of the PDG for the 2025 to 2026 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 | St.Illtyd’s Primary School |
Number of learners in school | 170 |
Proportion (%) of PDG eligible learners | 24.2% |
Date this statement was published | October 2025 |
Date on which it will be reviewed | September 2026 |
Statement authorised by | Kelly Forrest (Head Teacher) |
PDG Lead | Kirsty Banks (ALNco TLR) |
Governor Lead | Steve Doel (Interim COG) |
Funding Overview
Detail | Amount |
PDG funding allocation this academic year | £47,060 |
EYPDG | £17,250 |
Total budget for this academic year | £64,310 |
Total planned spend for this academic year | £64,310 |
Part A: Strategy Plan Statement of intent
FSM and other vulnerable learners feel safe, happy and secure with high levels of wellbeing. They receive appropriate academic and/ or wellbeing intervention and support in order to achieve their full potential.
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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.
PDG
Total budgeted cost £47,060
Total budgeted spend £47,060
Intended Outcome | Success Criteria |
TA post to support wellbeing and deliver interventions with a focus on LLC | Wellbeing interventions planned for that provides good teaching of self-regulation, and develop improved Language, Literacy and Oracy skills |
TA post to support educational outcomes for learners | Improvement of Literacy and Numeracy attainment through interventions such as, Numeracy Recovery and Catch-up, Fast Track Phonics |
To improve reading fluency and comprehension skills via Reading Eggs online platform | High quality learning and teaching achieved through an online platform. Improvement in reading fluency and comprehension skills will be evident |
To use Jigsaw platform to plan for a whole school approach for embedding good wellbeing | Improvement in self-regulation, behaviour and wellbeing observed by most learners |
To raise standards in Reading through high quality teaching and learning using the structured RWI programme | Learners' reading ability will progress. This will be monitored half termly, and reading interventions deployed for those who need it. Family engagement will be encouraged through regular 'read at home' activities |
To encourage parental engagement through the SeeSaw online platform | Families will be engaged in pupils' learning and involved in school life. Portfolios of learners' work which encompasses the four purposes will be shared with families |
To improve reasoning and problem-solving skills through high quality teaching and learning using the Whiterose Mathematics subscription | Learners will be able to reason and problem solve with lessening support. Classroom assistants will be deployed effectively to support lower ability learners |
To deliver authentic mathematics teaching, and raise standards in early years through Hamilton Trust subscription | Standards of learning and teaching will improve, and include integral and cross-curricular skills. Learners will have opportunities to engage in 'real-life' maths and transfer skills to the home environment |
EYPDG
Total budgeted cost £17,250
Total budgeted spend £17,250
Intended Outcome | Success Criteria |
Reception class supported to deliver high quality teaching and learning | Interventions timetabled to support Early Years Oracy skills development. Staff support core literacy and numeracy skills |
Part B: Review of outcomes in the previous academic year 2024-2025
PDG outcomes
Activity Impact
TA post to support wellbeing and deliver interventions with a focus on LLC | Wellbeing interventions planned for that provides good teaching of self-regulation, and develop improved Language, Literacy and Oracy skills. |
TA post to support educational outcomes for learners | Improvement of Literacy and Numeracy attainment through interventions evident, Numeracy Recovery and Catch-up, Fast Track Phonics ongoing as part of our provision. |
To improve reading fluency and comprehension skills via Reading Eggs online platform | High quality learning and teaching achieved through an online platform. Improvement in reading fluency and comprehension skills will be evident |
To use Jigsaw platform to plan for a whole school approach for embedding good wellbeing | Improvement in self-regulation, behaviour and wellbeing observed by most learners |
To raise standards in Reading through high quality teaching and learning using the structured RWI programme | Learners' reading ability has progressed, value added and evidenced by our school data. This has been monitored half termly, and reading interventions deployed for those who need it continues as part of practice. Family engagement will be encouraged through regular 'read at home' activities and additional PACT sessions. |
To encourage parental engagement through the SeeSaw online platform | Families have engaged in pupils' learning and are involved in school life through seesaw. Portfolios of learners' work which encompasses the four purposes has been shared with families and will continue as part of our practice. |
To improve reasoning and problem-solving skills through high quality teaching and learning using the Whiterose Mathematics subscription | Learners reasoning scores from our national test data have improved and problem solving lessening support continues. Classroom assistants have been deployed effectively to support lower ability learners. Differentiation is part of our school development plan targets to further support. |
To deliver authentic mathematics teaching, and raise standards in early years through Hamilton Trust subscription | Standards of learning and teaching have improved according to our self evaluation and school improvement processes which include progress in integral and cross-curricular skills. Learners have been provided with opportunities to engage in 'real-life' maths and transfer skills to the home environment |
EYPDG
Activity Impact
Reception class supported to deliver high quality teaching and learning | Interventions timetabled to support Early Years Oracy skills development has been implemented and continues as part of our planned provision. Staff support core literacy and numeracy skills through robust planning and provision. |
Further Information
At St.Illtyd’s Primary, we strive to build relationships and break down barriers in order to support and collaborate with family networks. We are keen to work with Mental Health In-Reach Practitioners and external agencies. Senior leaders focus on inclusion, equity and wellbeing. They keep abreast of developments in these areas and how to tackle aspects of poverty by:
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