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Pupil Premium EYFS

What is Early Years Pupil Premium?

From April 2015 nurseries and schools were able to claim additional funding through the Early Years Pupil Premium to support children’s development, learning and care. National data and research says that children eligible for free school meals (FSM) tend to do less well. The Early Years Pupil Premium provides extra funding in order to close this gap.

The Early Years Pupil Premium provides an extra 53p per hour for three and four year olds whose parents are in receipt of certain benefits or who have been in care or adopted from care. This means an extra £302 (just over £100 per child per term) per year for each child taking up the full 570 hours funded entitlement to early education.

 

How are EYPP eligible children identified?

Initially letters and forms are sent to all children. Returns are recorded in order to highlight and send further forms to those who do not return paperwork. Older siblings are checked for those qualifying for FSM. Those who are eligible are approached individually. All parents are given the opportunity to come into school for support when completing paperwork.

 

Who is eligible in Foundation Stage for 2016-2017?

Over the current academic year, we have the following eligibility for EYPP

Autumn Term – 12 children = £1,240.20

Spring Term– 12 children = £1,144.80

Summer Term – 14 children = £1,335.60

 

Early Years Pupil Premium Funding 2016-2017

The Early Years Pupil Premium funding Denbigh Community Primary School have received for the academic year 2016-2017 is £3,720.60.

 

Across 2016-2017 academic year, we are using the Early Years Pupil Premium funding to

  • Fund 6 Forest School sessions for each child in Nursery to support learning.
  • Develop the Outdoor Provision to support children’s independent learning.
  • Update and replenish resources for Nursery Home Learning Bags. These were developed to support parental partnership and to boost scores as typically children enter nursery working significantly below age related expectations.
  • Pay for an additional Teaching Assistant to deliver the SALT programs for ½ day per week.

 

2016-2017 Impact

Forest schools / Outdoor provision

  • Having access to the Forest School provision has impacted on children’s overall development in all areas of learning. In particular, Understanding of the World and Physical Development.
  • The Nursery baseline data shows that no children were working at age related expectations on entry to Nursery in both Understand of the World and Physical development. In fact, 57% of children were working significantly below ARE (8-20 months) in Understanding of the World and 90% of children working below ARE (16-26 months) in Moving and Handling which is one aspect of Physical Development.
  • Data in the Summer term demonstrates that 20% of children are now working at ARE and 78% of children working below ARE in Understanding of the World. The data shows rapid progress in this area of learning.
  • Furthermore, 29% of children are working at ARE and 69% below age related expectations in Moving and handling. Again children are making good progress in this area.
  • With the continuation of the Forest school provision in Reception this will close the gap even further.

Home Learning Packs

  • 35 out of 51 children borrowed these packs on a regular basis.
  • Parental feedback on how the children got on with their Home Learning Pack and their level of enjoyment was noted on a feedback sheet and used by both teachers and parents when deciding which pack their child would get next. This empowered parents to take more of a lead in their child’s learning and gave them a greater understanding of their next steps in learning.
  • End of Year assessments identified Maths as the highest scoring area with almost 51% of children now working within age related expectations in both Number and Shape, Space and Measure. This is a great improvement since Nursery Baseline where only 2% of children were working within ARE in Number and no children entering nursery working within ARE in Shape, Space and Measure.
  • This narrowing of the gap is partly due to the popularity of the Home Learning Packs in which parents can borrow resources aimed to support their child’s learning with numeracy as a popular area.

Additional Teaching Assistant

  • 5 children started Nursery with a speech program. 12 children were referred to the Speech and Language Team and 2 children attended the Dene’s Communication Centre to support language development.
  • The additional Teaching assistant provided specialist support to these children to develop the language and communication skills. Furthermore Susan Miekle from Tyne Met delivers the Nursery Narrative once a week.
  • On entry no children were working within ARE in all 3 areas of Communication and Language with the majority of children 78% of children working within the 16-24month age band. By the end of the Summer Term 39% of children were now working within ARE. This demonstrates rapid progress .
Denbigh Primary School