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Early Years Pupil Premium

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The aim of the Early Years Pupil Premium is to narrow, or close the gap between children from disadvantaged backgrounds and other children by providing additional funding to schools and settings such as ours, therefore providing the opportunity to raise the quality of provision we offer.


All children aged three and four who meet the eligibility criteria will benefit from the funding. This funding is paid directly to us on an hourly rate basis, linked to claimed hours for entitled children. The annual value for a 15 hour place over a full year is just over £300. In order to be able to claim this funding we require parents to sign the funding agreement which asks for details of parent’s date of birth and National Insurance number.


Which three-and four-year-olds will be eligible for the EYPP?


A child will be eligible for the EYPP if they:


  1. Are in a low-income family and their parents are in receipt of benefits (one or more), for example, Child Tax Credit and Income Support;
  2. Have been adopted from care;
  3. Have left care through special guardianship;
  4. Have been looked after by the local authority for at least the span of one day;
  5. Are subject to a child arrangement order.


As an Early Years setting we have the freedom to choose how we spend the money to best support disadvantaged children in our care. Our Nursery School will use any additional funding in the following ways:


  1. Continue our commitment to furthering our knowledge within our Continuing Professional Development by attending training relevant to our cohort’s needs
  2. Provide support to families such as information awareness sessions and access to a part time Family Support Co-ordinator
  3. Providing additional staff to allow us to focus on a series of time limited interventions for children 1-1 and in small groups
  4. Purchasing additional resources



Measuring the impact of the EYPP

We are continually reviewing the data we collect on children’s attainment and refreshing our strategies to support children who are not working at typical levels for their age and stage of development. The practical ideas that are implemented on a daily basis are only a few of the strategies used and their success can be monitored through the data. However, there are other ways that we measure and monitor the impact we have on families. These are:-

  1. Parental questionnaires
  2. Informal conversations at the start or end of a day
  3. Parent feedback through the ‘Tapestry’ online Learning Journals
  4. Formal consultations
  5. Success after the implementation of the Common Assessment Framework
  6. Conversations with professionals we work alongside to support families
  7. Feedback from feeder primary schools
  8. RoSCo – language assessments
  9. Leuvens Well Being and Involvement Scales





This academic year, five children were eligible for the EYPP. We have used the funds (£2,098.80) to support children's development in the three prime areas: Personal, Social and Emotional Development, Communication and Language and Physical Development. Some work has taken place 1-1 and some small group activities. 'Can Do' a year-long project music based programme has involved staff working with small groups of children and has supported PSED, Communication and Listening and Attention. Two staff attended training, carried out a baseline assessments, prepared resources, made summative assessments and evaluated the project. Parents have also been able to borrow resource bags to support this work at home.

This has had a great impact on our children and we have also offered this to non eypp children, sometimes in a larger group. Next year, we will timetable sessions for all children as part of our weekly practice.


Resources Purchased

  • Language Steps

  • Dough Disco

  • TTS mobile phones (recordable)

  • Digital headphones

  • Metal detectors

  • Magnetic hand-eye boards

  • Books linked to parents separating

  • Music Resources linked to ‘Can Do’

  • Music resources linked to ‘Music Box’ sessions

  • Time allocated to support children 1-1 and small group with a key person

  • RoSCo assessments




Early Years Pupil Premium 2017/18

For each group we have recorded how many children fall into the different categories in terms of each of the three Prime Areas.

Below where we would expect the child to be (B) or

At expected or above where we would expect the child to be (E or A).

For the purposes of norm referencing we would expect children at this point in the year, making the transition to primary school to be in the 40-60 months age band of Development Matters dependant on their varying ages in months (some children they may still be in the 30-50 months bracket). It is also useful to note that 35.53% of children are summer born, 5.76% have EAL and 19.23% have either Social Care involvement or have a SEND.

There have been 5 children eligible for EYPP for whom we have data from September 2017-18 and 47 children who are deemed non-eligible of the 52 moving to primary school.

Number of Children




Below                      Expected or Above



Below                           Expected or Above



Making relationships






Managing feelings and behaviour





Self-confidence and self-awareness





C & L


Listening and attention














Physical Development


Moving and handling











Health and self-care








Please read the information below regarding our Pupil Premium Policy Grant.

Pupil Premium Policy

Blackburn with Darwen Early Years Pupil Premium Leaflet

Early Years Pupil Premium Report 2016-17

Early Years Pupil Premium Report 2015/16

Pupil Premium Report Summer Term 2015