St Joseph’s Cathedral Primary School
PUPIL DEVELOPMENT GRANT STRATEGY STATEMENT
This statement details our school’s use of the PDG for the 2022 to 2023 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.
School Overview
Detail | Data |
School name | St Joseph’s Cathedral Primary School |
Number of pupils in school | 480 |
Proportion (%) of PDG eligible pupils | 24% |
Date this statement was published | September 2022 |
Date on which it will be reviewed | July 2023 |
Statement authorised by | A Heald |
PDG Lead | Angela Heald |
Governor Lead | Mary Clare Pitson |
Funding Overview
Detail | Amount |
PDG funding allocation this academic year | £115,000 |
Total budget for this academic year | £115,000 |
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.
Intended outcome | Success criteria |
Pupils are not discriminated against in access to appropriate school uniform | Use of school uniform grant
Provision within school for clean good quality second hand uniform Non-compulsory use of branded uniform |
Quality provision for childcare | Financial restrictions do not impact on children being able to access wraparound care or after school provision |
Children have access to wider opportunity provision | School can provide access to and availability of music, sporting and drama activities |
All children have access to high quality teaching and learning | Support is given for additional learning interventions where identified
Poverty is not a barrier to learning |
Activity in this academic year
This details how we intend to spend our PDG this academic year to address the challenges listed above.
In teaching and learning we have a non teaching ALNCo whose focus is to ensure the curriculum is inclusive for all learners including those entitled to FSM. The focus of the ALNCo is to organise staff training, to deploy staff appropriately and to monitor closely learning for pupils who have additional learning needs.
We have employed a teacher to focus on early intervention for pupils who need additional support in reading and writing. Alongside small group focused intervention in read, write, inc, for all pupils we have additional teaching support for vulnerable groups to ensure they do not fall behind. We use the additional teaching support to also focus on Year 3 mathematics where we identified gaps in learning following personalised assessments Teaching assistants have access to high quality training to enable them to support pupils effectively. Nursery is organised into two classes with well trained staff enabling a range of early intervention strategies particularly in speech and language and PSD skills to support pupils Pastoral staff support families with attendance, wider family support and social care needs. This supports the wellbeing strategy as well as engaging families and those at risk of becoming disaffected. |
Learning and Teaching
Budgeted cost: £ 100,000
Activity | Evidence that supports this approach |
Employment of teaching assistants, pastoral staff | High quality support in classroom – observations, quality of work, progress by pupils. High levels of attendance.
Aware of poverty agenda with all staff |
Employment of additional teaching staff | Attainment gap with vulnerable pupils is narrowed.
Focused and targeted support address needs of pupils High quality provision available as a result of well trained staff |
Community Schools
Budgeted cost: £20,000
Activity | Evidence that supports this approach |
Summer School – food and fitness | Feedback from parents of children attending sessions
Attendance of children over 12 days |
ESOL Classes for parents | Support for parents impacting on ability to better support children |
School foodbank – Y Pantri and uniform shop | Support for wider family network to ensure poverty agenda is raised within school community |
Wider strategies (for example and where applicable, Health and Well-being, Curriculum and Qualifications, Leadership and Raising Aspirations)
Budgeted cost: £ 20,000
Activity | Evidence that supports this approach |
Wider opportunities in music and sport | Swansea music service support – Equity in music provision for all pupils – all pupils in Y1/R have early years music, all pupils in Y2 have violin lessons, all pupils in Y5 have carousel music sessions.
All pupils in Y5 have swimming lessons Targeted support for pupils to access after school clubs; equipment bought where needed |
Access to wraparound childcare and after school club | Support to families to access job market through reduced price childcare
Social care need identifies provision of wraparound would be beneficial to family |
Thrive trained practitioners | Thrive training allows staff to deliver sessions for pupils identified as needing well-being support |
Total budgeted cost: £140,000
Part B: Review of outcomes in the previous academic year
PDG outcomes
Baseline data indicates that most pupils entered Nursery and Reception with skills below average. Using carefully planned programmes and intervention strategies pupils make rapid progress. This is seen in books and through discussions with pupils. It is also seen in assessments, particularly in reading, where progress of pupils is accelerated.
In personalised assessments, despite the pandemic, many children made progress in line with their ability.
Pupils progress meetings, scrutiny of work and data indicates that pupils are making good progress from their starting point.
Using ‘pass survey’ data from Y2-6 we identify pupils who may have a negative view of school or themselves. Support is offered at class level or more a specialised provision where needed. From group nurture support to 1:1 thrive support, staff within school provide this through our universal provision. Where support is needed beyond that available within school, this has been through services such as the Baxter therapeutic service, sessions with Jez Jones, CAMHS practitioner and Exchange counselling service.
All staff are aware of vulnerable groups and these are carefully tracked and discussed at pupil progress meetings where provision for these pupils is reviewed. Support is also offered to the wider family where needed. This has been popular with parents as identified in our parental surveys.
Update of music lessons is popular for all pupils and the fun and food summer club was attended by over forty pupils for twelve days in the summer. This provided free breakfast and lunch everyday as well as a range of activities and experiences for the children.
Support was offered to subsidise school extra-curricular experiences and events including a residential event. A number of school visits were subsidised enabling all children to experience a range of activities without the risk of financial worries for the family.
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 |
Therapy Dog support for vulnerable pupils | Baxter Project |
Well being sessions 1:1 | Thrive |
EAL support to develop independence | Learning Village |
Allows a check in system for pupils to express any concerns or worries | Speakr |
Further information
We recognise many of our families may be vulnerable but may not be entitled to FSM. We know our families well and offer a wide range of support for all pupils. We recognise building relationships and breaking down barriers are effective in working with the broader family network. We are keen to work closely with Bishop Vaughan School to support families across both schools. We are also keen to work with external agencies such as BAME support, City of Sanctuary and adult learning Wales. We value partnership work in helping us to support our families. |