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PDG Spend (2017/18)

MySID Update

Spend to date

(Actual / Committed / Remaining)

Impact to date

Any further action required


Supporting eFSM pupils

Monitoring shows that all 77 pupils have received extra support either in Literacy or Numeracy or both. In most year groups the gap between eFSM and non-eFSM pupils is reducing but is still significant. In Y6 the boy/girl comparison is distorted by only 2 boys being eligible for FSM.

Currently 63% of the FP eFSM pupils are making the expected progress targeted at the start of the academic year. Around 75% of KS2 pupils eFSM are making the expected progress. Of those not on track nearly all have lower than 85% attendance.

The most effective eFSM interventions have been in Maths where bespoke programmes have been devised following ALFIE testing in September. In these groups nearly all are progressing faster than their non-eFSM peers. Exit testing in June 2018 showed that pupils in Y3/4 made an average improvement of over 32% in a 10week period.

More able eFSM pupils accessing extra maths provision have made excellent progress achieving on average 40% gains in their summative test scores  (based on developing L5 skills)

New IT hardware has enabled the development of IT within the FP and enables eFSM pupils to learn digitally. Pupil outcomes are due to be monitored later this term.

Pupil/Parental engagement

Incidence of lateness has reduced

Parental contact to discuss support either for themselves or for their children has been effective for most. For example, links with Communities First, Families First and School Counselling are embedded. We now have 5 parent volunteers helping in listening to readers in C1-6 – all received guidance/training from HLTA before commencing

LSA/DHT focus upon attendance has decreased the number of pupils attending less than 85% each term by over 50% in the past 2 years.

SLT to monitor those not making progress each month through RAG meetings with teachers

DHT working with the school family engagement lead and the EWO to address the attendance issue observed to be hindering progress

Monitor whether the improvement is sustained once support is ended – consider which pupils need continued support

See Attendance Report in R2 File










MAT Support

Evidence from Maths MAT group testing shows excellent achievement in all year groups from Y2 – 6 with typical gains in exit data of between 40-50%. This is based on pupils working above the expected level. However, these groups are relatively small representing between 15 – 20% of their cohort.

Interventions & Support programmes

Overall there have been positive results in improved outcomes in spelling and reading from Y2 – 6. Typically there has been around a 45% increase in exit data in these programmes based upon test scores (SWST and Comprehension)

Maths interventions have been in Number recovery and bespoke programmes based around the ALFIE test results in September. Number recovery data indicates on average a 2 stage improvement while the KS2 support plans witnessed on average a 40% improvement in exit scores following a 10week programme during the summer term


3 UKS2 staff have completed UKS2 Welsh training delivered by the EAS. The outcome has been higher levels of pupil engagement and a broader range of evidence in books. Profiles for cluster moderation were agreed as exemplifying appropriate levelness. Teaching staff have a good understanding of assessing levels

The Cluster Leadership & Management  course has developed 2 teachers leadership skills through looking at leadership styles, use of data etc. The outcomes have been more effective leadership of aspects in school. For example, developing the impact of pupil voice and the PTA. Structured parental engagement events throughout school (assemblies, craft and science afternoons and Nurture afternoons) have resulted in high levels of engagement – 67% was the lowest class turnout. Both candidates on the course passed their assessment by the UWN gaining credits towards Masters accreditation.

SLT attending new ESTYN framework training has resulted in greater focus within monitoring. However, this is ongoing and we are working with our CA to become even more forensic in our actions. Following ESTYN monitoring the school was removed from category.

Y6 Teacher working collaboratively within the cluster to develop engaging, practical activities to improve pupil enquiry and recording skills in science. The outcome has been improved outcomes in terms of evidence in books (verified during Cluster Moderation wc 15.05.18), and embedded collaborative planning across the cluster. Pupils attaining L5 in science = 39% this year.


Use of the DHT to release SLT to carry out monitoring, coaching and planning tasks has produced a lot of data and greater consistency throughout school. For example, presentation in books has improved significantly.

The use of success criteria in planning is now more consistent and many pupils are able to use this effectively when self and peer assessing. Also, L2L activities highlighted how by UKS2 pupils are able to choose how they record and present their work with greater frequency.

There is now good evidence of literacy, numeracy and ICT skills being used across the curriculum with a range of extended tasks found during L2L with books – confirmed by the ESTYN team.

Develop MAT Writing groups throughout school.

Use NRT & NNT data to identify those pupils who need further support or intervention next year.

Ensure all pupils get 100% of sessions (ie. Opportunities to catch up on missed sessions due to absence)

Set fixed short term targets to assess progress linked to expected standards. E.g. using PM Benchmarking data to assess reading progress to be in line with expected levels for those age groups

Increased evidence of pupil and parental engagement and views on school

Improve the SER to become more evaluative.

Roll-back the approach from UKS2 into LKS2 next year. Consider alterations to the science curriculum mapping







Updated 20/11/17