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Brynmawr Foundation School

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  • Grant Information

    Pupil Deprivation Grant

    School Overview



    School name 

    Brynmawr Foundation School 

    Number of pupils in school 


    Proportion (%) of PDG eligible pupils 


    Date this statement was published 


    Statement authorised by 

    Gerard McNamara 

    PDG Lead 

    Jane Griffiths 

    Governor Lead 

     John Hill













     Funding Overview




    PDG funding allocation this academic year. 


    Total budget for this academic year 



    Strategy Plan

    We want all Brynmawr Foundation School Pupils to make progress irrespective of their background or financial need. We want to ensure funding can be allocated appropriately to ensure all pupils have equal opportunity when accessing learning allowing them to fulfil their potential. 

    Intended Outcomes

    Intended outcome 

    Success criteria 

    Improved school attendance 

    Attendance percentage increases 

    Improve well-being 

    Provide pupils with strategies to help them cope with different emotions 

    Improve teaching and learning 

    Supported/challenged in lessons to ensure they reach their full potential 

    Equitable model 

    Give more support, guidance and challenge to our disadvantaged pupils 

    Proportional representation for disadvantaged pupils 

    Disadvantaged learners are engaging in wider experiences outside of the classroom that will develop their skills to be successful in life 


    Activity 2023-24

    Learning and Teaching

     Budgeted cost: £ 126,603 


    Evidence that supports this approach 

    Engagement Project 

    The most common reason for exclusion is persistent disruptive behaviour. Pupil behaviour will have multiple influences, some of which teachers can directly manage though universal or classroom management approaches. Some pupils will require more specialist support to help manage their self-regulation or social and emotional skills (EEF, 2023) 

    Mathematics Development 

    The evidence shows that the quality of teaching makes a difference to student outcomes in Mathematics. The quality of teaching, or instructional guidance, is important to the efficacy of almost every strategy that we have examined. Across the strategies, approaches and interventions we have examined in this review, the role of the teacher consistently comes across as a crucial, and often mediating, factor in the success of any approach. The evidence shows that the quality of teaching makes a difference to student outcomes and that a crucial factor is teacher knowledge (Coe et al., 2014) (EEF, 2023) 

    Targeted Interventions 

    Although the main focus is on reading, comprehension strategies have been successfully used in a number of curriculum subjects where it is important to be able to read and understand text. Lower attaining pupils appear to benefit in particular from the explicit teaching of strategies to comprehend text. There are some indications that approaches involving digital technology can be successful in improving reading comprehension, particularly when they focus on the application and practice of specific strategies and the use of self-questioning skills (EEF, 2023) 

    Community Schools

    Budgeted cost: £ 18,000 


    Evidence that supports this approach 

    Equity Project 

    Mentoring has increasingly been offered to young people who are deemed to be hard to reach or at risk of educational failure or exclusion. Some studies have found positive impacts for pupils from disadvantaged backgrounds, and for non-academic outcomes such as attitudes to school, attendance and behaviour. (EEF, 2023) 

    Free Breakfast 

    Researchers found that school children who eat breakfast 'regularly' perform better in exams, scoring on average two grades above their fellow students. Lead researcher Dr Katie Adolphus, of the University of Leeds, said: 'Our study suggests that secondary school students are at a disadvantage if they are not getting a morning meal to fuel their brains for the start of the school day.  An estimated half a million children arriving at school each day too hungry to learn.' Dr Adolphus added: 'This research suggests that poor nutrition is associated with worse results at school.' (Frontiers in Psychology, 2019) 

    Wider strategies

    Budgeted cost: £ 45,159


    Evidence that supports this approach 

    Wellbeing Project 

    There is extensive evidence associating childhood social and emotional skills (SE) with improved outcomes at school and in later life, in relation to physical and mental health, school readiness and academic achievement, crime, employment and income. For example, longitudinal research in the UK has shown that good social and emotional skills - including self-regulation, self-awareness, and social skills, are predictors of a range of adult outcomes, such as life satisfaction and wellbeing, labour market success, and good overall health. Efforts to promote SE skills may be especially important for children from disadvantaged backgrounds, who on average have weaker SE skills at all ages than their better off peers. This matters for a range of outcomes, as lower levels of SEL skills are associated with poorer mental health and academic attainment. (EEF, 2020) 

    Access to music project 

    There is intrinsic value in teaching pupils creative and performance skills and ensuring disadvantaged pupils access a rich and stimulating arts education. Evidence suggests a causal link between arts education and the use of arts-based approaches with overall educational attainment. (EEF, 2023) 


    Total budgeted cost: £189,762