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Early Years Pupil Premium

National statistics have identified a gap between the educational attainment of children from ‘disadvantaged’ and ‘lower income’ families and their peers. In an attempt to narrow this gap the Government introduced the Early Years Pupil Premium in April 2015. This is some additional funding for children age 3-4 years which comes into schools in addition to their main budget, targeted directly at children fall into this category.

WHAT THIS MEANS TO OUR SCHOOL

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 were formerly in local authority care but left care because they were adopted or subject to a special guardianship or child arrangements order. This means an extra £302 per year for each child taking up the full 570 hours funded entitlement to early education.

When a child joins our nursery all parents are asked to complete a Pupil Premium form which helps us to assess if their child will be eligible for this extra funding, all information provided is treated in the strictest confidence and shared only with the County Council to confirm eligibility.

Schools are required to use this money to support the education of the eligible children and to narrow the gap between them and their peers and we will be held accountable for how we choose to use the additional funds.   

HOW WE PROPOSE TO NARROW THE GAP USING THIS FUNDING

Here at Frizington Nursery School, this extra funding may be used in a variety of ways depending on the individual needs of the current cohort of pupils. This might include

·         Targeted interventions for small groups or individual children in order to support their personal, social or emotional development, their language and communication skills, their literacy or mathematical skills.

·         Increasing the staffing numbers so that children can be supported better in the classroom.

·         Providing additional resources or staff training to meet specific needs.

All staff working at Frizington Nursery School are very skilled at identifying and targeting gaps in any child’s learning and in supporting them to fill these gaps, this additional funding will allow us to do this even more effectively.

Each year we will provide a full breakdown of how we use this funding to support the children and the impact it has on their achievement.

 It is well documented that high quality early education can influence how well a child does at both primary and secondary school, so we welcome this additional funding which will help us give all the children attending our school the best start possible.

 

In the 2016-17 co-hort of children, 7 children who attended Frizington Nursery School received Early Years Pupil Premium(EYPP). 

During the academic year 2016-17 the school received a total of £1793.52.

This money was spent on providing training for the whole school staff to enable them to better understand and support children's language and development, this included an INSET training session and further self study by each member of staff. In addition money was spent on a member of staff attending meetings related to pupils in receipt of EYPP and additionally to support the employment of a member of staff to manage our story and maths sacks to allow parents to support their childrens learning at home.

Looking at the achievement of all children at the end of the academic year suggests that these actions was successful in 'narrowing the gap':

On joining nursery the average points score for children in receipt of EYPP was 23, compared to the expected points score of 34: there was a gap of 11 points.  By the time they left nursery this gap had been narrowed to 4.75 points, with the average points score rising to 29.25 compared with the expected 34 points.

There were  improvements in the achievement of children in receipt of EYPP across all of the curriculum areas but these were most significant in:

  • Personal, social and emotional development where the number of children reaching a good level of development rose from 33% on entry to 92% on exit.
  • Communication & language development where the number of children reaching a good level of development rose forom 33% on entry to 83% on exit.
  • Expressive arts and design where the number od children reaching a good level of development rose from 25% on entry to 88% on exit.