Pupil Deprivation Grant 2018-19

The Pupil Deprivation Grant (PDG) is allocated to schools with pupils who come from low-income families and are currently known to be eligible for free school meals (e-FSM) and pupils who have been’ looked after’ continuously for more than six months (LAC). Schools are expected to make the best use of this funding to implement sustainable strategies that will bring about changes quickly for learners eligible for free school meals or who are LAC. As a school we have agreed the following three steps:

  1. To identify the target groups of pupils, their characteristics and learning needs
  2. To plan interventions which make the most effective use of resources
  3. To monitor and evaluate the impact of resources

In 2018-19, Ysgol y Strade was provided with a PDG allocation of £97,750. At Ysgol y Strade we have a comprehensive plan, agreed and monitored by Carmarthenshire Local Authority and ERW, to promote progress and remove barriers to learning for students eligible for this funding. We have used the available funding to:

  1. Work in partnership with AfA ‘Achievement for All’

  • There will be 10 visits during the year from the foundation that will involve 4 members of staff. The sessions will provide training on;
  • How to target individuals/what data to use
  • Implement strategies to support pupils that face deprivation
  • Structured conversations
  • Adjust current provision to adopt a PCP approach
  • Share sector leading practice on how to develop school procedures
  • Following this training, the school will deliver training to all staff during INSET sessions in the Spring term.
  • The focus will be on training Heads of Standards in structured conversations and adoption a PCP approach ton interventions.
  1. Develop procedures that support FSM pupils to reach their potential.

  • Create an academic/pastoral/intervention and attendance for all FSM pupils.
  • Create a OPP for KS4 FSM pupils.
  • Hold termly meeting between key staff to monitor the progress of FSM pupils and adjust provision where necessary.
  • Share information on all FSM pupils yr 7-11 with all members of staff.
  • Use termly VAP meetings to offer support to pupils through ‘Cynnydd’.
  • Create a staff forum to encourage a professional dialogue between staff on how best to meet the needs of FSM learners.
  1. Track and Monitor FSM pupils

  • Make effective use of the Lucid Exact programme to assess the literacy levels of pupils (including FSM).
  • Track and monitor FSM pupils in relation to their targets using CATS/FFT and departmental tracking.
  • Offer interventions to ensure that FSM pupils and progressing along the Literacy and Numeracy framework.
  • Adjust provision, see below, to respond to trends identified in the tracking and monitoring.


  1. Provide interventions to support FSM pupils and close the achievement gap

  • Create a timetable of provision to support FSM pupils (literacy and numeracy) along with ensuing access to the wider curriculum.
  • Support pupils through KS4 and preparing them for external exams.
  • Provide additional mathematics and language lessons for GCSE students (November 2018-May 2019).
  • Create groups in KS3 to work with the WRU Hub officer in order to promote positive relationships and to improve attendance/engagement.
  • Introduce personal mentors in KS4.
  • Strengthen the schools partnership with the Principality/School of hard knocks project through ‘Stepping Stone’ interventions.
  • Target MAT pupils across KS3/4 in order to achieve higher outcomes (L6+/A*/A).
  1. Develop the role of after school/departmental clubs in KS3

  • Conduct a Leaner voice survey to collect pupils opinion on the current provision and how to improve it further.
  • Create a timetable of after school/lunchtime clubs to support the most vulnerable individuals.
  • Evaluate provision termly and adjust staffing/timetables.
  1. Develop the Emotion Coaching Programme in KS3

  • Create a network within the school of emotion coaches amongst staff and pupils.
  • Provide training to year 12 pupils in order to coach yr 7 pupils. Hold a school INSET (4.1.19) to dive the message amongst all members of staff.
  • Create a pupils form for staff to shar practice on how to provide for the most vulnerable pupils in the classroom.
  • Strengthen the relationship between the school and the home to ensure every pupil is supported in the best way possible.