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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

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.

As our numbers of children eligible for EYPP are relatively small we consider on an individual basis what their barriers to learning are and plan to support them accordingly.

Common barriers which have been identified are:

  • Lack of support at home due to time and available resources
  • Behavioural and emotional issues
  • Communication and language difficulties
  • Low confidence and self-esteem
  • Turbulent or changing family circumstances

  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.

This year we propose to spend the EYPP funding on:

  • providing extra nursery sessions/ free school lunches
  • supporting individuals with language & mathematical development
  • introducing well-being activities such as 'mindfulness & peer yoga'

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. We measure the effect on pupils by looking at their personal levels of achievement when they join the nursery and when they leave. We also look at attainment against the expected level for a child of their age and see if we have been effective in 'narrowing the gap' or for any higher achieving children in receipt of EYPP, that they have maintained or accelerated their expected level of progress. 

 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.

 

 

Over the academic year of 2020-21, 7 children who attended Frizington Nursery School received Early Years Pupil Premium (EYPP). 

The school received a total of £1280 for the summer, autumn and spring terms.

 £570.00 was used to provide extra nursery sessions including lunch club for children with the aim of encouraging improved attendance and developing social skills and providing a healthy meal and improving attendance for 1 child.

£79.00 was spent on literacy materials, books and library bags to enable children to borrow books to take home which interested then to help develop their interest in and love of books.

£30.00 was used to purchase sensory toys to support specific children.

The remaining money, £600 contributed towards the cost of a member of staff to support children, individually and in small groups to use books and enjoy stories throughout their time in nursery.

The basis for our spending was the baseline attainment of pupils in receipt of EYPP which showed a significant gap between them and their peers in either or both their ‘literacy’ and ‘personal, social and emotional’ development.

It has been very difficult to measure the impact of the strategy in closing the gap this academic year because of the impact of COVID 19. The academic year covered a second period of ‘lockdown’ during which very few of the children were able or chose to attend. It has been our experience that this has impacted significantly on the wellbeing and social and emotional development of the children and this became our primary focus when the all the children returned to nursery. As a consequence, it has been very difficult to isolate the impact of our EYPP strategy against the whole curriculum focus on personal, social and emotional development and our original aim to improve outcomes in literacy was forced to become secondary to children’s wellbeing.