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Ysgol Glan-y-Mor

Ysgol Bryngwyn School

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Pupil Deprivation Grant Statement                             

 Ysgol Bryngwyn School PDG Statement

The Pupil Deprivation Grant (PDG) is allocated to schools with pupils who come from low-income families and are currently known to be eligible for free school meals (e-FSM) and pupils who have been looked after continuously for more than six months (LAC).

Schools are expected to make the best use of this funding to implement sustainable strategies that will quickly bring about changes for learners eligible for free school meals or who are LAC.

As a school we have agreed the following three steps: 

  1. to identify the target group of pupils who would benefit from additional support
  2. to plan interventions which make the most effective use of resources
  3. to monitor and evaluate the impact of resources

In 2017-18 Ysgol Bryngwyn School was provided with a PDG allocation of £232,300.

At Ysgol Bryngwyn School we have a comprehensive plan, agreed and monitored by Carmarthenshire Local Authority, ERW and Estyn, to promote progress and remove barriers to learning for students eligible for this funding.

We have used the funding available to:

Enhance teaching and learning by providing a programme of support for numeracy and literacy. Creating additional groups both within the curriculum and extra-curricular to support learning, particularly in the core subjects and through enhanced library provision. Catch-up and reading programmes e.g. “Read Write Ink”, together with a buddy programme are in operation.  Staff have received off site and in-house training in delivering dedicated support programmes. 

  • provide specific intervention and support programmes that have been proven to have significant impact on pupil outcomes. By developing an Emotional and Behaviour Support Hub, we have access on site to specialist support provision focussed to meet the needs of individual pupils and vulnerable pupils. This ensures that they continue to be engaged in their education and are given tailored support that allows them to attain their full potential. Strategies undertaken to support disadvantaged learners in school have been the subject of an Estyn Best Practice guide. Breakfast Clubs are in existence and pastoral support is available for all vulnerable and disadvantaged pupils before the start and throughout the school day.

  • provide learning opportunities for pupils to be able access appropriate digital resources in both the formal and non-formal curriculum in order that all learners leave school with the necessary technical IT and digital awareness to be able to progress in further education, training and employment.

  • provide specific high quality training for school staff, by ensuring that all INSET and CPD is focused on providing quality teaching and learning and meeting the needs of all groups of learners. Staff receive both the data and the training to ensure that they always make a difference.
     
  • implement and use data tracking systems to identify learners’ needs, target interventions and monitor impact. Tracking and monitoring is a strong feature of the school and was acknowledged in recent whole school inspection in 2012. Data and tracking inform intervention strategies which are used at all levels to narrow the gap in attainment. Pupils’ performance potential and targets are derived using NFER data, CATS testing and PASS testing. Targets are set for all pupils and for groups of learners.
     
  • improve attendance of target group by using interventions. A designated attendance officer tracks and monitors groups of learners and works internally with Heads of Pupil Progress and externally with specialist agencies and engagement workers to effectively support and improve pupil attendance at school. As a result attendance across the school and across the groups of learners has improved significantly. A programme where Teaching Assistants have been assigned Attendance Monitoring duties for the tracking and intervention of  pupils throughout the school has been added this year. Heads of Pupil Progress and a pastoral inclusion team provide additional  pastoral support to vulnerable pupils across both Key Stages 3 & 4.
     
  • support learners and their families by organising and facilitating learning opportunities beyond the school day. Such activities include homework clubs, catch up and revision sessions and the operation of the Library for additional learning facilities at lunchtime and after school. Bryngwyn also employs a Learning Coach to support both pupils and parents, sometimes liaising with external agencies to provide support to families where help is needed. Staff provide both group and ‘one to one’ support to pupils preparing for their GCSE exams and WBQ Skills. The school is also proud of the transition projects that work between ourselves and feeder primary schools to ensure that we are fully aware of the learning and well-being needs of new pupils before they transfer to Bryngwyn. 

Additionally, Individual/Group Activities enable vulnerable and disadvantaged pupils to attend and participate in curricular and extra-curricular activities on an ad hoc basis throughout the school year to extend those with ability and talent as identified on our MAT registers. This ensures that we meet the needs of our learners, ensuring that the necessary interventions are in place in order to support young pupils and maximise their attainment. 

  • work in partnership with other schools, the community and other organisations. The school is currently working under a federation arrangement with Glan y Môr School, Burry Port and through the Welsh Government’s ‘Lead and Emerging Schools Project’ to share best practices. The school also works through 14-19 partnership with Coleg Sir Gar to maximise opportunities and pathways suitable to all groups of learners. The school also works through learning visits to other schools outside Carmarthenshire to identify and implement the most effective intervention strategies
  • develop the leadership capacity within the school with a view to ensuring and sustaining positive impacts on the quality of provision and outcomes across the school. The school is a reflective school and is always seeking to review its own performance and promote best practice. Self-evaluation processes are very robust and again are referenced in recent Estyn reports. These strategies have led to continuous school improvement for all groups of learners. 

As a result of the development of the above strategies, the school aims  to maintain a  reduction in the gap between FSM and Non FSM learners and across other groups of learners.

Links to some of the Estyn case studies can be found at:http://www.estyn.gov.uk/english/provider/6694054/