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

2020-2021

Autumn Term = £111.30 received

1 child is in receipt of Early Years Pupil Premium.

New interactive books were purchased to support communication and reading and managing feelings and behaviour.

Spring Term  = £87 received

1 child is in receipt of Early Years Pupil Premium.

Summer Term = £ tbc

Covid-19 Statement.

Due to insufficient data being available, it is not possible to measure the full impact of EYPP for eligible children in the academic year 2019-2020.

Allocation amount for the autumn term was....£731.40

Allocation amount for the spring term was...£739.35

Allocation for the summer term - not applicable

Total: £1,470.75

The main barrier for these children were; communication, managing feelings and behaviours, forming friendships and physical development. 

Eligible children benefitted from interventions such as 'Can Do', 'A Box of Feelings' activities and the use of 'Clever Fingers'.

Staff were deployed to deliver interventions based on individual and group needs and monitored progress for these children over one, or two terms. All children made progress typical for this stage in their development. Where children made less than typical progress, referrals were made, a CAF was initiated and professionals involved following parental consent. Information as always was shared on school readiness transfer records and in discussions with feeder schools.