Pupil Deprivation Grant

Purpose of the grant

The purpose of the PDG is to improve outcomes for learners eligible for free school meals (eFSM) and Looked After Children (LAC). It is intended to overcome the additional barriers that prevent learners from disadvantaged backgrounds achieving their full potential.

 

What successful schools do

Successful schools plan interventions that focus on improving the attainment of children from deprived backgrounds, specifically those who are eFSM. They are clear in what they expect from an intervention, they monitor progress and evaluate the effectiveness of it.

Successful schools integrate their plans for using the PDG into their school development plan (SDP), drawing on best practice, well-evidenced interventions and as part of a whole-school strategy.

These schools balance whole school and targeted interventions to ensure that every eFSM learner benefits as an individual and the school as a whole improves its capacity to support all learners to reach their full potential. Examples of good practice can be found in the case studies hosted on Learning Wales: www.learning.wales.gov.uk/resources/browse-all/reducing-the-impact-of-poverty-on-educational-achievement/?lang=en

Eligible uses for PDG

While the PDG must be used to support eFSM and LAC learners, the grant does not have to be tracked to those learners. Only eFSM and LAC learners may receive PDG-funded support from individualised programmes such as Catch Up, but the grant may also be used for whole-school strategies that disproportionately benefit eFSM and LAC learners. This includes buying in speakers and trainers for INSET days focussing on recognising and mitigating the impact of poverty on educational attainment; joint planning days for classroom teachers and teaching assistants to support eFSM and LAC learners; or developing appropriate tracking systems to identify the particular needs and evaluate the impact of interventions for these groups of learners.

 

All schools in receipt of the PDG should also consider how they can develop whole-school strategies for:

 

The PDG should be used to implement the range of actions set out in the Welsh Government’s Rewriting the future: Raising ambition and attainment in Welsh schools, published in June 2014 (www.gov.wales/topics/educationandskills/schoolshome/deprivation/ rewriting-the-future-schools/?lang=en).

Purpose of the grant

The purpose of the PDG is to improve outcomes for learners eligible for free school meals (eFSM) and Looked After Children (LAC). It is intended to overcome the additional barriers that prevent learners from disadvantaged backgrounds achieving their full potential.

 

What successful schools do

Successful schools plan interventions that focus on improving the attainment of children from deprived backgrounds, specifically those who are eFSM. They are clear in what they expect from an intervention, they monitor progress and evaluate the effectiveness of it.

Successful schools integrate their plans for using the PDG into their school development plan (SDP), drawing on best practice, well-evidenced interventions and as part of a whole-school strategy.

These schools balance whole school and targeted interventions to ensure that every eFSM learner benefits as an individual and the school as a whole improves its capacity to support all learners to reach their full potential. Examples of good practice can be found in the case studies hosted on Learning Wales: www.learning.wales.gov.uk/resources/browse-all/reducing-the-impact-of-poverty-on-educational-achievement/?lang=en

Eligible uses for PDG

While the PDG must be used to support eFSM and LAC learners, the grant does not have to be tracked to those learners. Only eFSM and LAC learners may receive PDG-funded support from individualised programmes such as Catch Up, but the grant may also be used for whole-school strategies that disproportionately benefit eFSM and LAC learners. This includes buying in speakers and trainers for INSET days focussing on recognising and mitigating the impact of poverty on educational attainment; joint planning days for classroom teachers and teaching assistants to support eFSM and LAC learners; or developing appropriate tracking systems to identify the particular needs and evaluate the impact of interventions for these groups of learners.

 

All schools in receipt of the PDG should also consider how they can develop whole-school strategies for:

 

The PDG should be used to implement the range of actions set out in the Welsh Government’s Rewriting the future: Raising ambition and attainment in Welsh schools, published in June 2014 (www.gov.wales/topics/educationandskills/schoolshome/deprivation/rewriting-the-future-schools/?lang=en).

Crickhowell High School PDG-LAC Monitoring Project Form

 

PDG Area

Furthering learning progression in identified groups of learners (These groups include FSM and eFSM learners)

 

Nos. of students affected Allocated Money Activity Supported Success Criteria Target outcome Actual outcome
50 students across Key Stage 3

30 students across Key Stage 4

 

 

 

 

 

£999.00 Medical Interventions

Pastoral interventions

Visual stress testing and aids

Liaising with external agencies

Early intervention visits to feeder primary schools

EAL teaching

SPLD teaching

Nurture provision and equipment

Monitoring vulnerable students

Monitoring and intervention with Key Skills/ESW/ GCSE

Staff training

Assertive mentoring

Exam technique and dealing with stress training

Staff training on Autism Awareness

Staff training on mental health first aid

Schoop software

Targeting vulnerable students to improve their achievement, wellbeing and progression across the Key stages

 

Closing the gap in achievement and attainment of vulnerable and non-vulnerable students

 

Improved attendance of vulnerable students

 

Removal of barriers to learning of vulnerable students via provision of nurture, support and intervention

Improvement in attendance data to close the gap between vulnerable and non-vulnerable students

 

Key stage 3 and 4 data improvements

 

LNF data improvements

The impact of these measures for Years 10 and 11 will be apparent in August 2016 GCSE and vocational results

 

The student outcomes will also be closely monitored throughout the year using milestone marking opportunities to ensure that the activities supported are having the desired impact for the students.

 

Final Review Date
Final reviews will follow in July and August

 

 

 

Crickhowell High School PDG-LAC Monitoring Project Form

 

PDG Area

Improving Literacy in identified groups of learners (These groups include FSM and eFSM learners)

 

Nos. of students affected Allocated Money Activity Supported Target outcome Success Criteria Actual outcome
50 students across Key Stage 3

30 students across Key Stage 4

 

 

 

 

 

 

£10346.70

 

Reading groups

 

Dyslexia screening tests

 

SPLD teaching with identified students

 

Key Stage 4 literacy / exam classes

 

Science Support:  targeted students

 

 

Increased scores on National NLF test data

 

Improved GCSE outcomes for Key Stage 4 students

Targeting vulnerable students to improve their achievement, wellbeing and progression across the Key stages

 

Improvements in Literacy outcomes

 

Closing the gap in achievement in Literacy of vulnerable and non-vulnerable students

The impact of these measures for Years 10 and 11 will be apparent in August 2016 GCSE and vocational results

 

The student outcomes will also be closely monitored throughout the year using milestone marking opportunities to ensure that the activities supported are having the desired impact for the students.

 

Final Review Date
Final reviews will follow in July and August

 

 

 

Crickhowell High School PDG-LAC Monitoring Project Form

 

PDG Area

Improving Numeracy in identified groups of learners (These groups include FSM and eFSM learners)

 

Nos. of students affected Allocated Money Activity Supported Target outcome Success Criteria Actual outcome
50 students across Key Stage 3

30 students across Key Stage 4

 

 

 

 

 

£15671.00 Weekly interventions with identified students

 

Additional numeracy lessons for identified groups of learners.

 

Additional numeracy support programmes

 

Revision support groups

 

Go 4 Schools

 

Science Support: targeted students

Improved levels at Key Stage 3

 

Increased scores on National NLF test data

 

Improved GCSE outcomes for Key Stage 4 students

Targeting vulnerable students to improve their achievement, wellbeing and progression across the Key stages

 

Improvements in Numeracy outcomes

 

Closing the gap in achievement in Numeracy of vulnerable and non-vulnerable students

The impact of these measures for Years 10 and 11 will be apparent in August 2016 GCSE and vocational results

 

The student outcomes will also be closely monitored throughout the year using milestone marking opportunities to ensure that the activities supported are having the desired impact for the students.

 

 

 

 

Final Review Date
 

Final reviews will follow in July and August

 

 

 

 

Crickhowell High School PDG-LAC Monitoring Project Form

 

PDG Area

Raising attainment in identified groups of learners (These groups include FSM and eFSM learners)

 

Nos. of students affected Allocated Money Activity Supported Success Criteria Target outcome Actual outcome
50 students across Key Stage 3

 

30 students across Key Stage 4

 

 

£2037.00 Large text resources

 

Early intervention visits to feeder primary schools

 

EAL teaching and PLD teaching

 

Monitoring vulnerable students

 

Monitoring and intervention with Key

Skills/ESW/ GCSE

 

Student training on exam technique and dealing with stress training

 

Staff training for exam concessions

 

Support programme for poor attendance

Targeting vulnerable students to improve their achievement, wellbeing and progression across the Key stages

 

Closing the gap in achievement and attainment of vulnerable and non-vulnerable students

 

Improved attendance of vulnerable students

 

Removal of barriers to learning of vulnerable students via provision of nurture, support and intervention

 

Specific subject interventions with regards to disapplication

Improvement in attendance data to close the gap between vulnerable and non-vulnerable students

 

Key stage 3 and 4 data improvements

 

LNF data improvements

The impact of these measures for Years 10 and 11 will be apparent in August 2016 GCSE and vocational results

 

The student outcomes will also be closely monitored throughout the year using milestone marking opportunities to ensure that the activities supported are having the desired impact for the students.

 

Final Review Date
Final reviews will follow in July and August