Pupil Development Grant Expenditure

This statement details our school’s use of the PDG for the 2026 to 2027 academic 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.

If your numbers are 5 and below please use a * instead of the allocation to protect the identification of children.

School Overview

Detail	Data
School name	Ffederaliaeth Ysgol Penrhyn-coch ac Ysgol Penllwyn
Number of learners in school	165
Proportion (%) of PDG eligible learners	16%
Date this statement was published	April 2026
Date on which it will be reviewed	April 2027
Statement authorised by	C E Lawrence
PDG Lead	C E Lawrence
Governor Lead	Adrian Price

Funding Overview

Detail	Amount
PDG funding allocation this academic year	£24,150
Penllwyn Allocation	£5750
Penrhyn-coch Allocation	£18400
Total budget for this academic year	£858,446

Part A: Strategy Plan

Statement of intent

The purpose of our Pupil Deprivation Grant (PDG) strategy is to reduce barriers faced by pupils experiencing poverty and to ensure all learners achieve their full potential. At Ysgol Penrhyn‑coch, we are committed to high expectations for every child, alongside strong support for wellbeing, inclusion, and engagement.

Our approach is holistic and evidence‑based, combining targeted academic and wellbeing interventions with enrichment opportunities, community engagement, and practical support to remove financial barriers. We work closely with pupils, families, and partner agencies to promote confidence, aspiration, and a strong sense of belonging.

PDG provision is closely monitored by senior leaders and governors to ensure the funding has a meaningful and lasting impact on pupils’ learning, wellbeing, and participation in all aspects of school life.

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.

Intended outcome	Success criteria
Improved attainment in literacy and numeracy for pupils eligible for FSM	Pupils make measurable progress in standardised assessments and class‑based assessment; gaps between FSM pupils and peers narrow
Improved wellbeing, engagement and attitudes to learning	Improved attendance and punctuality; pupils demonstrate more positive attitudes to learning and improved emotional regulation
Increased participation of FSM pupils in wider school life	Increased uptake of extra‑curricular activities, educational visits and enrichment opportunities by FSM pupils
Raised aspirations and confidence	Pupils demonstrate increased confidence, self‑belief and willingness to engage in new challenges; improved pupil voice
Improved inclusion and access to learning	Financial barriers reduced through subsidy of trips, uniform and resources; pupils fully access curriculum experiences

Activity in this academic year

This details how we intend to spend our PDG this academic year to achieve the intended outcomes listed above

Learning and teaching

Budgeted cost: £ 11,000

Activity	Evidence that supports this approach
Small‑group and 1:1 literacy and numeracy interventions delivered by Teaching Assistants	EEF evidence shows targeted small‑group tuition and reading interventions have high impact, particularly for disadvantaged pupils
Structured reading and language programmes (e.g. Dyfal Donc / Catch Up, Nessy, Reading Co)	Strong evidence base for phonics, reading comprehension and oral language interventions
High expectations and inclusive classroom practice (RADY approach)	Research indicates that high expectations and inclusive teaching improve outcomes for disadvantaged learners

Community Focused Schools (to include: (i) building strong partnerships with families; (ii) responding to the needs of the community; (iii) collaborating with other services)

Budgeted cost: £1200

Activity	Evidence that supports this approach
Engagement with external agencies (Health, TAF, Early Help, Young Carers, Advocacy services)	Multi‑agency working improves attendance, wellbeing and family stability
Parent engagement initiatives and practical support	EEF identifies parental engagement as having a positive impact on pupil outcomes, particularly for FSM learners
Community‑based learning opportunities (volunteering, gardening, Forest School)	Evidence shows community learning improves engagement, confidence and attendance

Wider strategies (for example and where applicable, Health and Well-being, Curriculum and Qualifications, Leadership and Raising Aspirations)

Budgeted cost: £ 12,650

Activity	Evidence that supports this approach
LSA mentoring and wellbeing support	Social and Emotional Learning has moderate impact on attainment and wellbeing (EEF)
Subsidised educational visits, swimming lessons and enrichment activities	Removes financial barriers and increases access to cultural capital
Food provision (daily fruit, packed food for visits)	Research shows hunger negatively affects concentration and learning
Subsidy for school uniform and essential resources	Reduces stigma and improves attendance and inclusion
Leadership and staff professional learning focused on disadvantage	Estyn highlights strong leadership as critical to improving outcomes for disadvantaged pupils
Arts, sport and extra‑curricular participation	Evidence links wider participation with improved aspirations, confidence and social mobility

Total budgeted cost: £24,150

Part B: Review of outcomes in the previous academic year

PDG outcomes

This details the impact that our PDG activity had on pupils in the 2025 to 2026 academic year.

Activity	Impact
Targeted literacy and numeracy interventions	Improved progress for FSM pupils; gaps starting to narrow
Wellbeing and mentoring support	Improved emotional regulation, engagement and attendance
Enrichment and extra‑curricular opportunities	Increased participation and improved pupil confidence
Practical support (food, uniform, trips)	Reduced barriers to learning and improved inclusion

Externally provided programmes

Please include the names of any programmes that you purchased in the previous academic year. This will help us identify which ones are popular in Wales.

Programme	Provider
Dyfal Donc / Catch Up Reading	External literacy providers
Nessy Learning Programme	Nessy
ELSA	Educational Psychology Service / Local Authority

Further information (optional)

Our PDG strategy is aligned with the School Development Plan and takes a holistic, whole‑school approach to addressing disadvantage. Funding decisions are informed by evidence‑based research, staff expertise and ongoing analysis of pupil need. The impact of PDG spending is regularly monitored by senior leaders and scrutinised by the Governing Body to ensure accountability and sustained improvement for pupils from low‑income households.