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Early Years Pupil Premium

 

Pupil’s entitlement is assessed every term following the school census and is allocated on a termly basis.  Each eligible child attracts a premium of £100 per term.

 

While every child is different, evidence suggests that the greatest areas of need for children who are eligible for the Early Years Pupil Premium are Language and Communication and Social and Emotional Well-being. In some cases their access to a broad range of experiences is limited.

 

During 2016-17 the EYPP  funding amounted to £4228 and was used for:

 

1) Enhance staffing beyond the statutory ratioso that children can be supported in small groups or as individuals to enhance learning in identified areas e.g. language and communication, wellbeing and involvement. (£2, 028)

 

2) Staff training. In 2016-17 the nursery teacher undertook a 12 week course in the EKLAN language programme designed to promote language and communication skill , and a second teaching assistant undertook Beach School training  (£200).

 

3) Funding for extension activities . The musician, Kathy Seabrook delivers sessions in the community at a charge of £4 per session. By funding her to work in the nursery school we ensure that all children, including the economically disadvantaged, have access to the high quality provision which promotes listening and attention and introduces a broader cultural experience than children may otherwise be able to access. (£2000)  

 

 Impact of EYPP funding 16 - 17

 

In 2016-17 71% of the 14 children with the pupil premium from the cohort leaving for primary school were judged to be at or above the expected level for listening and attention, understanding and writing (compared to 89% of children without the EYPP).

 

72% made above expected progress for “making relationships”

 

64% made above expected progress for “managing feelings and behaviour”

 

93% made above expected progress for “self-confidence and self-awareness”

 

86% made above expected progress for “listening and attention”

 

93% made above expected progress for “understanding”

 

72% made above expected progress for “speaking”

 

2017 -18

 

The strategy for the current academic year is based on analysis of the previous year’s outcomes and initial assessment of the current cohort.

 

1) Support for language and communication.  The teacher trained in the ELKLAN approach is deployed for half a day per week to focus on language and communication.  Following assessment of individual needs she is implementing a programme to support communication skills and monitoring progress.

 

2) Enhanced staffing.  Support for “wellbeing and involvement” through staffing to lead small group activities such as cooking, sensory play with enhanced adult interaction.

 

3)  Continued support for the music programme

 

4) Staffing for “Out and about” activities. Economically disadvantaged pupils have priority to the weekly activity planned to extend the range of engagement within the local community with a high adult-child ratio to support quality talk.

 

5) Mathematical focus.  Evidence from 2016-17 showed that the biggest “gap” between disadvantaged pupils and their peer was in aspects of mathematical learning. Additional training will be provided during the course of the year.

 

6) Professional supervision. Half-termly meetings between senior teachers and key workers will focus on the vulnerable learners and their needs.    

 

The impact of the EYPP is evaluated each year and used to inform the following year’s Development Plan.

 

 

    

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