School Grant Expenditure & Pupil Development Grant

Detail

Data

School name

Ysgol Tir Morfa

Number of learners in school

93

Proportion (%) of PDG eligible learners

47%

Date this statement was published

10^th September 2025

Date on which it will be reviewed

1^st September 2026

Statement authorised by

Sue Roberts

PDG Lead

Sue Roberts

Governor Lead

Ben Caley

Detail

Amount

PDG funding allocation this academic year

£39,100

Total budget for this academic year

£39,100

You may want to include information on:

• What are your ultimate objectives for the children being supported?
• How does your current strategy plan work towards achieving those objectives?
• What are the key principles of your strategy plan?

Intended Outcome

Success criteria

Improved pupil wellbeing and engagement for pupils eligible for PDG
PDG is used to reduce barriers to attainment by improving wellbeing, supporting health and wellbeing, and building strong relationships with families and pupils.

Measurable improvements in pupil wellbeing data (ELSA / pupil voice)

Reduced incidents of emotional dysregulation and behaviour issues in targeted pupils / Increased pupil engagement and participation in lessons

Greater family engagement and strengthened home-school partnerships -  recognising the importance of strong partnerships with families and communities as part of Community Focused Schools.

Increased parental attendance at meetings / engagement events

Positive feedback from families on support provided

Evidence of families accessing external support and services

Improved attendance and engagement in learning - reducing barriers to learning includes improving attendance and belonging, which directly affects attainment and wellbeing.

Improved whole-school attendance for PDG pupils
Reduced persistent absence rates for targeted pupils
Evidence of early-stage interventions preventing escalation

Timely safeguarding, early intervention and multi-agency support - PDG supporting early identification of barriers to learning. Roles funded by PDG (Pupil and Family engagement worker as DSL and support assistants) ensure support / interventions are offered before issues escalate, consistent with the PDG focus on whole-school approaches and partnerships.

Decrease in number of late-stage safeguarding referrals

Increased referrals to early help services
Positive multi-agency feedback about joined-up working

What we’ll do:

Part fund interventions support assistants to provide nurture provision (Cwtch Club) and trauma-informed approaches throughout school.

Part fund Pupil and Family Engagement Worker and Interventions Support Assistants to deliver social, emotional and behavioural support (including ELSA, Seasons for Growth, therapeutic stories, lego approaches, drawing and talking etc).

Part fund Pupil and Family Engagement Worker role building relationships with families, assessing needs and support with access to benefits / services.

Pupil and family engagement worker includes the role of attendance officer - support family engagement and communication around attendance working with families, and class teams to address barriers to attendance. This will support early identification and targeted support for pupils at risk of absence

Designated Safeguarding Lead (DSL) to coordinate early support work with social services, PC Manus and external partners.

Summary of how PDG Spend Supports intended outcomes:

• Health and wellbeing
• Community Focused Schools and strong family engagement
• High-quality learning and relationships to narrow the poverty gap
• Early intervention to support learners facing disadvantage

Activity

Evidence that supports this approach

Part-fund Interventions Support Assistants to deliver nurture provision (Cwtch Club)

Using trauma-informed approaches - nurture approaches improve pupils’ emotional regulation, engagement and readiness to learn, particularly for learners affected by trauma and adversity. Nurture provision as effective in reducing barriers to learning for disadvantaged learners.

Targeted interventions

Delivery of targeted social, emotional and behavioural interventions (ELSA, Seasons for Growth, therapeutic stories, Lego-based sessions, drawing and talking) Structured SEL programmes improve emotional literacy, behaviour and learning outcomes

Activity

Evidence that supports this approach

Part-fund Pupil and Family Engagement Worker to build trusting relationships with families and act as a key link between home and school. Community focused meetings held on a  regular basis

Strong parental engagement is associated with improved attendance, behaviour and attainment  Estyn identifies trusted family link roles as critical in engaging hard-to-reach families.
 

Support families to access benefits, housing, health and community services

Addressing wider socio-economic barriers supports pupils’ ability to engage in education (Welsh Government Community Focused Schools guidance). Practical support reduces stressors that negatively impact learning and wellbeing.

Attendance officer role embedded within Pupil and Family Engagement Worker remit to improve attendance and reduce persistent absence

Attendance officer role embedded within Pupil and Family Engagement Worker remit to improve attendance and reduce persistent absence

Regular collaboration with external agencies including social services, police (PC Manus), health professionals and third-sector organisations

Multi-agency working leads to more effective early help and safeguarding outcomes (Welsh Government Safeguarding and Well-being guidance). Estyn highlights partnership working as a key feature of effective Community Focused Schools.
 

Activity

Evidence that supports this approach

Designated Safeguarding Lead (DSL) coordinating early help

Safeguarding and well-being support  - strong safeguarding leadership ensuring timely support and protects vulnerable learners, enabling them to engage effectively in learning (Estyn Safeguarding guidance; Welsh Government Keeping Learners Safe).
Whole-school focus on emotional health and well-being embedded within curriculum and daily practice A whole-school approach to wellbeing improves behaviour, attendance and attainment (Welsh Government Framework on Emotional and Mental Well-being; EEF guidance).
 

Professional learning improves consistency and effectiveness of support across school

Raising aspirations through strong relationships, positive role models and inclusive school culture High expectations and positive relationships are consistently linked to improved outcomes for disadvantaged learners (EEF: Improving Behaviour in Schools; Estyn reports on equity and inclusion).
 

Activity

Impact

Funding was primarily allocated to pastoral support, therapeutic interventions, mental health provision and coordinated enrichment opportunities.

Provision of dedicated pastoral leadership for vulnerable learners
Access to school-based counselling
Daily emotional regulation, crisis support and family liaison
 

Reducing barriers to learning caused by emotional, social and mental health needs Improved emotional regulation and readiness to learn for pupils experiencing disadvantage

Reduction in anxiety-related behaviours and emotional distress

Increased attendance and engagement for pupils receiving regular pastoral support

Strengthened relationships with families, enabling earlier intervention and better outcomes

Interventions, therapies, ELSA support and Mental Health First Aid. Delivery of targeted therapeutic interventions (emotional, social and behavioural)

ELSA-informed support for emotional literacy and resilience

Mental Health First Aid provision to support early identification of need

Bespoke support for pupils

Improved emotional resilience, self-esteem and communication skills

Reduced frequency and intensity of challenging behaviour

Greater consistency in emotional support across the school

Pupils more able to access learning and engage positively with peers and staff

Staff confidence increased in supporting pupils’ mental health needs
 

Coordination of inclusive enterprise and enrichment activities

Increased access to meaningful learning experiences beyond the classroom

Support for pupils who may otherwise have limited opportunities due to socio-economic barriers

Improved confidence, independence and life skills for disadvantaged pupils

Increased engagement and motivation through practical, real-life learning contexts

Greater inclusion in school life and community-linked activities

Development of transferable skills supporting post-school readiness

 

Programme

Provider

 ELSA Interventions

Externally supported / accredited ELSA provision