Pupil Development Grant Strategy Statement


From 2022-2023 schools will need to complete and publish a statement on their PDG strategy. This can be seen below.


From 2022-2023 the consortium will also be required to publish a statement on its EYPDG strategy for non-maintained settings delivering funded early education.  This should follow the same format as the school’s template below.


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 Y Pant Comprehensive School
Number of pupils in school 1436 (inc. 267 in 6th form)
Proportion (%) of PDG eligible pupils 11.5% (Years 7-11)
Date this statement was published 14/10/22
Date on which it will be reviewed 14/4/23
Statement authorised by Mrs B Cheetham
PDG Lead Mr Richard Young
Governor Lead Mr Heather Johns


Funding Overview


Detail Amount
PDG funding allocation this academic year £159,850
Total budget for this academic year



Part A: Strategy Plan

Statement of Intent

Y Pant’s ambition is for every child to achieve a zero-residual based on the ambitious school set targets. In order to achieve this, we are committed to:

·         Ensuring every eFSM learner has a literacy score commensurate with their chronological age

·         Ensuring every eFSM learner has a numeracy score commensurate with their chronological age

·         Ensuring every eFSM learner has access to bespoke wellbeing support

·         Ensuring each eFSM learner has easy, free access to enrichment activities such as clubs and trips

·         Ensuring each eFSM learner has a school based nominated champion to support them through their educational journey and to support families in raising aspirations for academic outcomes.

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 literacy levels eFSM learners to have a reading age in line with chronological age
Improved numeracy levels eFSM learners to have a numerical age in line with chronological age


All eFSM learners to be happy in school and to attend regularly All eFSM learners score 1’s and 2’s on the school wellbeing survey
Improved engagement (specifically in extra-curricular and enrichments activities) All eFSM learners in Year 7 and 8 participate in school enrichment trips.

Improved engagement of eFSM learners in extra-curricular clubs

All eFSM learners to have high expectations for themselves and of themselves Increase in outcomes at KS4 and an increase in those continuing onto sixth form.






Activity in this academic year


This details how we intend to spend our PDG this academic year to address the challenges listed above.

1.    A literacy and numeracy coach have been appointed to raise levels of literacy and numeracy. Suitable packages for delivery of these skills have been purchased.

2.    Our wellbeing officer will work directly with those who need it to improve levels of wellbeing. She will actively liaise with agencies should they be needed to promote the school’s vision of happy and healthy learners.

3.    An enrichment offer has been devised and offered to all pupils. The school will promote the participation of such activities through the school-based champions and departments identifying those who would benefit from them.

4.    The school has assigned a school-based champion for each eFSM family. Their primary aim will be to champion the family ensuring each pupil has the requisite support and opportunities within our school. Their aim is to promote the value of education and support young people and families into achieving their potential.

Learning and Teaching


Budgeted cost: £ 70K


Activity Evidence that supports this approach
Literacy and Numeracy Coach Literacy levels need aged 14+ to meaningfully access the GCSE papers.

Numeracy levels need to be sufficiently strong to access all areas of the curriculum

Software and resources for delivery



Community Schools


Budgeted cost: £ 50K


Activity Evidence that supports this approach
Enrichment and extra-curricular opportunities Raising cultural capital augments learning experiences and academic buy in.


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

Budgeted cost: £40K

Activity Evidence that supports this approach
Wellbeing support Data shows lack of engagement during the pandemic and greater level of absenteeism since returning to school.


Total budgeted cost: £ 160K

Part B: Review of outcomes in the previous academic year

PDG outcomes

At GCSE, the gap in mean Capped 9 scores was reduced to 84 from a previous three-year average of 91.

18.75% of eFSM learners achieved 5A*/As which is almost double the previous best.

69% of eFSM learners achieved at least a grade C in GCSE English which surpasses the previous best by a considerable margin.


At Key Stage 3, comparing STAR reading and STAR numeracy scores from the benchmark at the start of the year to scores at the end of the year, eFSM learners had made greater levels of progress against non-eFSM learners.

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
Non employed