PUPIL DEVELOPMENT GRANT STRATEGY STATEMENT

Part A: Strategy Plan

Statement of Intent

The aim of PDG funding is to reduce the gap in attainment between learners eligible for Free School Meals and those who are not. At Ysgol Golwg Pen y Fan, we believe the highest possible standards can only be achieved by having the highest expectations of all learners. The PDG places priority on the achievement of learners from disadvantaged backgrounds, ensuring there are strategies in place that will help our learners to succeed. Some learners from disadvantaged backgrounds require additional support; therefore, we will use all the resources available to support these learners to reach their full potential, including the PDG.

Our approach to the PDG is a holistic one – we do not believe that a single strategy, or even group of strategies will be the answer to close the attainment gap. The Estyn report on effective use of PDG funding (2020) supports a whole school approach. Our staff know that every aspect of school life should be viewed through the eyes of a disadvantaged learner by using our ‘Golden Thread’ approach. Our PDG strategy is therefore aligned with our School Improvement Plan (SIP). We are committed to ensuring that the priorities we have for whole school improvement are delivered in a way that ensures they will impact on our disadvantaged learners.

To construct our strategy plan, we have identified the barriers that our disadvantaged learners are more likely to face and used these to shape our actions and intended outcomes. The most frequently occurring barriers at Ysgol Golwg Pen y Fan are:

Lower attainment on entry to our school. For many reasons for example hunger, lack of space to study, role as a young carer, lack of role models, our disadvantaged learners have underperformed in previous assessments and have gaps in knowledge, skills and understanding when compared to their non-disadvantaged peers.

1. Reading, particularly phonics and spelling. Our disadvantaged learners are less likely to read widely and often, less likely to have access to a wide range of reading resources outside of school, exposure to an ethos of reading for pleasure, less likely to use public libraries or read journals or newspapers. This has an impact on their cultural capital, understanding of local and national issues as well as impact on their ability to access the curriculum.

2. Attendance and punctuality. There are often additional blocks in the way of our disadvantaged learners reaching the high levels of attendance we expect at Ysgol Golwg Pen y Fan. This is due to a wide range of issues that may include: parent/carer support, transport issues, caring responsibilities, more incidents of ill health, stress or anxiety, previous experience with education or financial pressures.

3. Aspirations and wider participation. Sometimes our disadvantaged learners have lower or narrower expectations of themselves in terms of what they can achieve now and in the future. This can be shaped by experiences outside of school.

4. Attitude to learning and behaviour. Internal information tells us that our disadvantaged learners are on average less likely to show a positive attitude to learning and/or reach our high standards for behaviour. This can be for reasons including lack of role modelling outside of school, poor health or nutrition, adverse childhood experiences or attachment issues.

Although we are required to write a one-year strategy plan, it is important to note that many of these barriers that prevent our disadvantaged learners reaching the same level of attainment as their non-disadvantaged peers will take longer to overcome. Equally, although we are likely to make progress towards our intended outcomes in one year, we recognise that closing the attainment gap will require a long term approach and achieving the outcomes is likely to take longer. Actions below are cross-referenced to the barriers listed above.