Early Years Pupil Premium

The Early Years Pupil Premium (EYPP) is additional funding given to settings such as ours, for children from disadvantaged backgrounds. The aim of the funding is to close the gap between children from disadvantaged backgrounds and other children. This extra funding provides the opportunity to further raise the quality of provision we provide.

Eligibility for Early Years Pupil Premium Funding

Children receive additional funding if their parents receive one or more of the following benefits, which are the benefits used to assess eligibility for free school meals:

  • Income Support
  • Income Based Jobseekers Allowance
  • Income Related Employment and Support Allowance
  • Support under part 6 of the Immigration and Asylum  Act 1999
  • The guaranteed element of state Pension Credit
  • Child Tax Credit (provided that you are not also entitled to working tax credit and have an annual gross income of no more that £16,190)
  • Working Tax run-on – paid for four weeks after you stop qualifying for working tax credit
  • Universal Credit

Or if they have been:

  • Looked after by the local authority for at least one day
  • Have been adopted from care
  • Have left care through special guardianship order
  • Subject to a child arrangement order, setting out with whom the child is to live (formerly known as residence orders)

We want all our children to receive a wide range of learning opportunities and experiences. We strive to ensure that children from disadvantaged backgrounds are given support to enable them to achieve in line with their peers and narrowing the ‘gap’.

How we used our Early Years Pupil Premium Academic Year 2020/2021

Early Years Pupil Premium funding is based on the children recorded as eligible at each census point. The funding is decided each financial year, as opposed to each academic year.

We received £5,168 in Summer 2020 for 50 children. We received £5,168 in Autumn 2020 for 50 children. We received £6,296 in Spring 2021 for 66 children.

Due to Covid, we were only able to offer Forest School sessions to all children in the summer term. Therefore, funding was spent in other ways throughout the year to ensure all children make rapid progress and to close any gaps in their learning.

What we have done Area of development it will impact How we will know it has made a difference
– WellComm Screening – regular screening of all children (termly) and half termly screenings for children working 2 or more sections below – Communication and Language
– Reading
– Good progress and outcomes for children working 2 or more sections below for their age.
– Fewer EYPP children working 2 or more sections below
– Improved outcomes for EYPP children
– EYPP children making good or outstanding progress that is comparable to Non EYPP children at the end of the year.
– WellComm interventions for children not on track – at least 3 a week – Communication and Language
– Reading
– Assessment data
– Good progress and outcomes for children working 2 or more sections below for their age.
– Improved outcomes for EYPP children
– EYPP children making good or outstanding progress that is comparable to Non EYPP children at the end of the year.
– Nurture groups – at least 3 a week – Personal, Social and Emotional Development
– Communication and Language
– Evidence from tapestry
– EYPP children making good or outstanding progress that is comparable to Non EYPP children at the end of the year.
– Developing a ‘Forest School’ ethos and environment across all three bubbles.
– Learning about the environment
– Taking ownership of and looking after the environment
– Learning about trees
– Learning about growing
– Learning about minibeasts
– Learning how to use tools safely and managing risks in a woodwork area
– Creating own obstacle courses
– Building resilience and a ‘can do’ attitude to learning.
– Personal, Social and Emotional Development
– Communication and Language
– Physical Development
– Understanding the World
– Evidence from tapestry
– EYPP children making good or outstanding progress that is comparable to Non EYPP children at the end of the year.

How we used our Early Years Pupil Premium Academic Year 2021/2022

Early Years Pupil Premium funding is based on the children recorded as eligible at each census point. The funding is decided each financial year, as opposed to each academic year. We only have an indicative sum for March 2021 – April 2022. The indicative sum for Summer 2021 is £5,168 for 50 children. The indicative sum for Autumn 2021 is £5,168 for 50 children. The indicative sum for Spring 2022 is £6,296 for 66 children.

We use the funding to provide Forest School Sessions so every child can receive Forest School every week. We use the Community Environmental Trust (based on Castle Vale) to support our Forest School Provision. http://environmentaltrust.org.uk/

We know that Forest School has many benefits for children. See the Forest School section of the website.

Autumn 21 Key Messages:

  • Overall, the minority of EYPP and Non EYPP children are on track for their stage of education.
  • The majority of EYPP children are on track for their stage of education in the prime areas: Personal, Social and Emotional Development and Communication and Language. This is significantly more than Non EYPP children.
  • Prime areas EYPP children need some support to be on track for their stage of education: Personal Social and Emotional Development, Communication and Language
  • Prime areas EYPP children need support or significant support to be on track for their stage of education: Physical Development.
  • Specific areas EYPP children need support or significant support to be on track for their stage of development: Reading, Writing, Maths, Understanding the World and Expressive Arts and Design.

How the funding will support Early Years Pupil Premium Children:

What we will do Area of development it will impact How we will know it has made a difference

Children being independent and persevering in their self-care.

– Taking off and putting shoes on.
– Getting changed in and out of waterproofs
– Choosing the right sized wellies.

– Physical Development
– Personal, Social and Emotional Development
– More EYPP children on track for their stage of education in physical development.

Children using language effectively to:

– Share and reflect on experiences
– Comment and ask questions
– Talk about the features of their own immediate environment and how environments might vary from one another.
– Make observations of animals and plants and explain why some things occur, and talk about changes.

– Communication and Language
– Understanding the World
– WellComm scores – more EYPP children on track for their age.
– Evidence on Tapestry
– More EYPP children on track for their stage of education in Communication and Language, and Understanding the World

Children learning how to climb and balance safely by:

– Climbing, walking and balancing across a fallen tree
– Climbing a climbing frame
– Climbing a tree
– Creating obstacle courses

– Physical Development – More EYPP children on track for their stage of education in physical development.
– Evidence on Tapestry

Children learning how to use tools safely and manage risks.

– Sawing wood for firewood, creations or medals
– Drilling holes in slices of wood to create medals
– Using loppers to maintain the site

– Physical Development
– Personal, Social and Emotional Development
– More EYPP children on track for their stage of education in physical development.
– Evidence on Tapestry

Children accessing half termly camp fires to:

– Manage risks
– Learn about cooking on a fire

– Personal, Social and Emotional Development
– Understanding the World
– More EYPP children on track for their stage of education in Personal, Social and Emotional Development and Understanding the World.
– Evidence on Tapestry

Children learning about and persevering with different lashings and knots by creating:

– Dreamcatchers
– Spider webs
– Attaching sticks together to make models or frames
– Dens for themselves or puppet woodland animals

– Physical Development
– Personal, Social and Emotional Development
– More EYPP children on track for their stage of education in Personal, Social and Emotional Development and Physical Development.
– Evidence on Tapestry

Children learning about the natural environment and taking ownership for looking after it. Having an understanding the effect their behaviour can have on the environment

– Learning about trees and plants
– Learning about British birds and their habitats
– Learning about mini-beasts and their habitats
– Learning about woodland animals and their habitats
– Learning about the changes in seasons
– Planting and growing
– Developing an understanding of growth, decay and changes over time.
– Make observations of animals and plants and explain why some things occur, and talk about changes.

– Understanding the World
– Communication and Language
– More EYPP children on track for their stage of education in Communication and Language, and Understanding the World.
– Evidence on Tapestry

Children having access to a range of natural loose parts like pine cones, conkers, sticks, stones to:

– Sort and count with
– Compare and contrast
– Support in their imaginative creations.

– Mathematics
– Expressive Arts and Design
– Understanding the World

 

 

 

– More EYPP children on track for their stage of education in Mathematics and Expressive Arts and Design.
– Evidence on Tapestry

Children taking part in a wide range of outdoor experiences

– Pype Hayes Park
– Sutton Park
– Walks around the local area (e.g. Centre Park)

– Understanding the World
– Communication and Language
– Personal, Social and Emotional Development.
– Evidence on Tapestry
– More EYPP children on track for their stage of education in Communication and Language, Understanding the World and Personal, Social and Emotional Development

 

 

Castle Vale Nursery School