PDG Grant Strategy 2024-25
Pupil Development Grant Strategy Statement
2024-2025
This statement details St. Illtyd’s Primary School’s use of the PDG for the 2024 to 2025 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 | 172 |
Proportion (%) of PDG eligible learners | 24.2% |
Date this statement was published | October 2024 |
Date on which it will be reviewed | September 2025 |
Statement authorised by | Adele Matthews (Acting Head Teacher) |
PDG Lead | Kirsty Banks (Acting Deputy Headteacher) |
Governor Lead | Keri Jones |
Funding Overview
Detail | Amount |
PDG funding allocation this academic year | £45,625 |
EYPDG | £5,750 |
Total budget for this academic year | £51,375 |
Total planned spend for this academic year | £51,375 |
Part A: Strategy Plan Statement of intent
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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 £45,625
Total budgeted spend £45,625
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 £5,750
Total budgeted spend £5,750
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 |
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 to: • Identify groups of learners and track their progress in reading, writing and numeracy. • Use the school’s assessment system to identify barriers to learning, plan for next steps and monitor the impact of intervention. • Plan and deliver effective interventions to meet the needs of vulnerable learners and their families across all phases. • Ensure that learners and families are supported to ensure they have the information and resources to succeed. |
Part B: Review of outcomes in the previous academic year 2023-2024
PDG outcomes
This details the impact that our PDG activity had on pupils in the 2023 to 2024 academic year.
Activity | Impact |
Reception class supported to deliver high quality teaching and learning | Improvement in Early Years oracy skills development. Capacity in core literacy and numeracy skills achieved through high quality teaching and learning |
To provide Early Years POPAT training to improve Oracy skills | Improvement in Early Years oracy skills development |
Provide balance bikes to improve physical development in the Early Years | High quality teaching and learning in physical development for Nursery class. |
To deliver authentic mathematics teaching and raise standards in early years through Hamilton Trust subscription | Learning and teaching are of a good standard, and include integral and cross curricular skills. Learners are able to engage in 'real-life' maths and transfer skills to the home environment |
TA to support wellbeing and deliver interventions with a focus on LLC. | Improved wellbeing via good teaching of self-regulation. Improved Language, Literacy and Oracy skills of pupils |
TA post to support wellbeing and deliver social and emotional interventions | Wellbeing of learners are improved and learners' ability to self-regulate is more developed |
To improve reading fluency and comprehension skills via Reading Eggs online platform | High quality learning and teaching show improvement in reading fluency and comprehension skills |
Staff to attend Pie Corbett training to improve LLC standards in Lower School | Improved language and literacy planning and teaching in Lower School. Improved learner standards, evident in books |
To use Jigsaw platform to plan for wellbeing and self-regulation | A whole school approach for embedding good wellbeing through teaching and all aspects of school life. Improvement in self-regulation |
Staff to uphold their Thrive accreditations to improve emotional development | Universal provision for wellbeing is evidenced and supported by the adoption of the Thrive approach. Learners are developing to thrive, learn and emotionally develop |
To use Play Sports to develop learners' emotional and collaboration skills | Learners are developing to thrive, learn and emotionally develop. Learners are developing to self-regulate and work cooperatively and contribute individually. Learners are supported and encouraged to develop personally |
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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