Early Years Pupil Premium
Early Years Pupil Premium.
If your family is entitled to certain benefits – normally those that entitle your family to free school meals, then the nursery school is able to apply for a small amount of additional funding to support your child’s education. The additional money enables the nursery schools to support children in small group work, Forest School, Talking Partners and other small intervention groups that we may not normally be able to do.
Your eligibility for EYPP is decided by the Local Authority and we are advised on a termly basis which children are entitled to received this funding. You will then be offered one or maybe more interventions to support your child’s education over and above their normal nursery entitlement.
If you would like any further information about this please speak to the Office Manager and she will be happy to answer any questions that you may have. You can call through any of the school offices or contact her via email at email@example.com Thank you.
How does EYPP support your child?
From April 2015 Bedford Nursery Schools Federation have received Early Years Pupil Premium. The premium is used to support children in various ways which include Breakfast and Tea Club where their independence skills and communication and language skills are developed and encouraged. The premium is also used for other small group activities, such as Forest School, Talking Partners and Nurture groups. This work is inline with the federation principles of supporting all children as individuals and meeting their needs through planned and child led provision.
If you would like any further information on how the Early Years Pupil Premium is spent please contact the Executive Head Teacher on firstname.lastname@example.org
In 2016/2017 Bedford Nursery Schools Federation received £7908 in Early Years Pupil Premium money.
Our data shows that the interventions paid for by Early Years Pupil Premium raised children’s attainment in Personal, Social and Emotional Development, Communication and Language and Physical Development (Prime Areas)
Furthermore, daily observations conducted by keyworker staff who run intervention groups account for small steps of progress which enables children to make the most of the learning opportunities offered by the nursery school.
The nursery school also undertakes well being and involvement assessments and these show that children who access these interventions achieve higher well being and involvement scores which are indicators of deep level learning.
The school receives EYPP funding on a termly basis and interventions are continually reviewed to ensure that they are appropriate to meet the needs of all children who access them.
A further example of the impact breakfast and tea club provision has had on N2 EYPP children is that of the children attending this intervention:
86% – 100% of children at Peter Pan made expected or better progress in the prime areas of learning,
92%-97% of children at Southway made expected or better progress in the prime areas of learning and
83%-100% of children at Cherry trees made expected or better progress in the prime areas of learning.
Whole school data analysis for 2016/17 N2 EYPP children shows that at;
Peter Pan: EYPP attainment ranges from 71%-100% expected and above compared to the whole cohort ranging from 70%-96%.
Southway: EYPP attainment ranges from 85%-100% expected and above compared to the whole cohort ranging from 90%-98%.
Cherry Trees: EYPP attainment ranges from 87%-100% expected and above compared to the whole cohort ranging from 79%-93%.
This analysis shows that our EYPP interventions are having a very positive impact on these children outcomes.
For the Autumn Term 2017 the Nursery School Federation as a whole is estimated to receive £2000 Early Years Pupil Premium. This will be put towards continued access to the interventions listed above, due to their success along with the introduction of small group walks into the community which supports children’s speaking skills and confidence. All staff have reported they believe this will be a positive intervention to support knowledge of the wider community that our families live in and encourage the children to talk about the wider world around them. These interventions will be reviewed in January 2018.