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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.


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.   


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.


During the academic year 2017-18 the school received a total of £1803.80.

£750.00 of this money was spent on providing training for the whole school staff to enable them to encourage children to behave in a positive way, by building up positive relationships and forming strong attachments with children. Training also helped staff to enrich strategies to developing early literacy skills in the nursery class.

 In addition over £700 was used to provide extra nursery sessions including lunch club for children with the aim of encouraging improved attendance and developing social skills.

The remaining money, £340.00 was spent on a member of staff attending meetings related to pupils in receipt of EYPP and purchasing resources for use in nurturing group activities for children such as cooking sessions and story sack sessions in nursery.

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 14.5, compared to the expected point score of 34: there was a gap of 19.5points.  By the time they left nursery this gap had been narrowed to 7 points, with the average points score rising to 27 compared with the expected 34 points.


Attendance of  children in receipt of EYPP has been improved by an average 14%.


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 the expected level across the strands rose 16% on entry to 66% on exit.

·         Communication & language development where the number of children reaching the expected level across the strands also rose 16% on entry to 66% on exit.

·          Literacy where the number of children reaching the expected level across the strands rose 0% on entry to 75% on exit.