Pupil Development Grant

The Welsh Government is committed to raising standards in education and ensuring all learners succeed and do well in school. Every school receives additional grant funding each year to support school improvement.

A separate grant is awarded to schools to support pupils in receipt of Free School Meals. This grant, known as the Pupil Development Grant (PDG) enables schools to access additional funds to support resources to improve attainment of these groups of learners.

The school undertakes activities in order to support pupils facing the challenges of all aspects poverty and deprivation.

The school's PDG plans are monitored by the Governing Body, supported by advice from the EAS and the Local Authority.

The document below outlines how we will be spending the grant this year and the impact of the funding last year.

School Overview

Detail	Data
School name	Osbaston Church in Wales School
Number of pupils in school	187
Proportion (%) of PDG eligible pupils	5%
Date this statement was published	1^st September 2026
Date on which it will be reviewed	31^st March 2027
Statement authorised by
PDG Lead	Catherine Jones
Governor Lead	Natalie Rosser

Funding Overview

Detail	Amount
PDG funding allocation this academic year	£10,350
	£3,450
Total budget for this academic year	£13,800

Part A: Strategy Plan

Statement of Intent

Improve attendance levels to maximise learning experiences
FSM and vulnerable learners access high quality intervention in literacy to secure progress towards realising their potential
FSM and vulnerable learners access bespoke ELSA intervention to support social and emotional development enabling increased engagement in learning
Improve standards of attainment

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
Improve attendance levels to at least 90% Close the gap between reading age and chronological age Close the gap between spelling age and chronological age	FSM learners have attendance levels above 90% Reduce the gap between FSM and non-FSM learner attendance to be consistently below 5%. Reduce the number of persistent absenteeism with attendance below 90%. Engagement with families through first day absence communication and continued discussion and support to ensure pupils are in school every day. Follow LA attendance pathway channels. Partnership working through Education Welfare Service provides additional support mechanisms to secure attendance through Family Liaison Officer.
	Bespoke sessions focus upon improved phonological awareness and decoding. Ongoing Read, Write, Inc assessment shows continued progress in phonological knowledge and reading speed. Regular reading increases word recognition and fluency. Single Word Reading Test comparative scores show progress in closing gap from starting points. Comprehension skills improve due to reduced cognitive load in decoding words.
	Bespoke sessions focus upon precision teaching of high frequency words and key spelling patterns through repetition and rehearsal. Ongoing assessment of HFW shows continued progress in spelling accuracy. Application of spellings in writing shows increasing accuracy than a reliance upon phonics. Single Word Spelling Test comparative scores show progress in closing gap from starting points.
Improve attitudes to learning, resilience and emotional wellbeing	Bespoke ELSA sessions support raised self-esteem and confidence. Feelings towards school and learning are positive and tracked through Reflect wellbeing tool (readiness to learn) Increased levels of engagement in learning tasks. Positive collaboration with peers in group activities.

Activity in this academic year

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

Learning and Teaching

Budgeted cost: £10,000

Activity	Evidence that supports this approach
Bespoke interventions to target basic skills in literacy, with a focus upon decoding words, reading fluency and comprehension of texts	EEF Mastery Learning, EEF Small group tuition, EEF phonics, reading comprehension, EEF TA interventions
Bespoke sessions using precision teaching to commit spelling and phonic patterns to long term memory and improve recall	EEF Individualised Instruction, EEF Phonics, EEF Mastery Learning, EEF TA interventions

Community Schools

Budgeted cost: £1000

Activity	Evidence that supports this approach
Class showcase/ parent workshops provided to support understanding of strategies and routines to support reading and spelling practice at home	EEF Parental Engagement
Reduce costs of trips and enrichment experiences for learners to support engagement in all experiences	All learners participate in additional enrichment opportunities

Wider strategies

Budgeted cost: £2,800

Activity	Evidence that supports this approach
Bespoke ELSA sessions to support individual emotional needs to improve attitudes to learning and resilience, and increased self-esteem	EEF Social and emotional learning

Total budgeted cost: £ 13,800

Pupil Development Grant (Review of 2025-26)

Part B: Review of outcomes in the previous academic year (2025-26)

PDG outcomes

This details the impact that our PDG activity had on pupils in the 2025-26 academic year.

Raise levels of attendance to maximise learning opportunities	Overall school attendance is 96.7%. The gap between FSM and non-FSM has reduced to 1.47%. Persistent absenteeism overall has reduced to 4% overall. Of this around 1.1% are FSM. LA attendance pathways are embedded, ensuring first day absence communication, ongoing daily communication for longer periods of absence, insistence of medical evidence. Fortnightly monitoring within school as well as half term EWO consultation ensures warning letters are shared and formal meetings take place as part of escalation process. Partnership working through Education Welfare Service provides additional support mechanisms to secure attendance through Family Liaison Officer/ referral to Children’s Services as appropriate.
Improved attitudes to learning and emotional wellbeing	Short term ELSA sessions have focused upon relationships as well as self-esteem. Overall, feelings towards school are positive (use of Reflect wellbeing tool as well as attendance levels) Engagement in learning is positive. Group collaboration skills are improving with growing confidence to play more active roles in tasks during focused activity.
Close the gap between reading age and chronological age	Personalised assessment data for reading (pupils Y2-Y6) shows most learners have reading standardised scores within or above the expected range. Older learners completing NGRT show 4 of 5 have a reading comprehension age of at least 11 months above chronological age. Younger learners show 3 of 4 learners have closed the gap in reading age over 12 months with average progress of around 20 months. 6 of 7 Lower School learners working within Read, Write, Inc programme have all made expected progress through the scheme.
Close the gap between spelling age and chronological age	All learners have made progress form starting points this year. Of FSM learners, 6 of 9 have standardised scores within or above the expected range. 4 of 7 learners have a spelling age above their chronological age. 3 have a spelling age of between 10-19 months below chronological age.

Externally Provided Programmes

Programme	Provider
Nessy Reading & Spelling, Number Sense, Fingers	Nessy Learning Limited
Bug Club	Pearson Active Learn
Oxford Owl	Oxford University Press

Further information

LA attendance pathways are embedded in school practice. Fortnightly monitoring alongside half termly consultations with Education Welfare Service is ensuring all families know and understand importance of being in school every day.

Cluster working supports a range of additional learning experiences for whole classes that do not incur any costs to families. This includes sporting, cultural and international languages experiences.

All classes visit Monmouth Town Library at least once termly. All learners are members of the library and are encouraged to use this facility to access a broader range of reading material.

The school has had several author visits across the year, providing workshops and story sessions aiming to inspire reading.

Engagement with Acorn Project and Multiply has facilitates family learning courses in supporting parents in readiness for school, numeracy skills and phonic skills to support positive learning habits at home. A minority of families engaged in these opportunities.

A whole school focus upon learner independence has supported teaching of specific skills linked to attitudes and behaviours for learning. This is providing tangible strategies to develop resilience.