Early Years Pupil Premium
From April 2015 eligible three and four year olds attending the Kings Lynn Nursery School will attract the Early Years Pupil Premium funding if they meet at least one of the following criteria:
◦Income Support
◦income-based Jobseeker’s Allowance
◦income-related Employment and Support Allowance
◦support under part VI of the Immigration and Asylum Act 1999
◦the guaranteed element of State Pension Credit
◦Child Tax Credit (provided they’re not also entitled to Working Tax Credit and have an annual gross income of no more than £16,190)
◦Working Tax Credit run-on, which is paid for 4 weeks after they stop qualifying for Working Tax Credit
◦Universal Credit
•they have been looked after for 1 day or more
•they have been adopted from care
•they have left care under a special guardianship order or residence order
Children must be eligible for free three year old early education in order to attract EYPP funding. Please ask at the School Office if you are unsure of how to claim.
Children attracting pupil premium will receive additional support from an early years assistant to improve their learning outcomes. Please see the Early Years Pupil Premium Policy for further details.
Early Years Pupil Premium (EYPP) at Kings Lynn Nursery School
Objectives of Pupil Premium spending
Our use of the pupil premium funding seeks to remove common barriers which may include one or many of the following:
· Low attainment in the prime areas of learning, commonly at risk of a language delay or disorder
· Low attainment in maths or literacy
· Lack of confidence or ability to manage own feelings appropriately
· Attendance and punctuality issues
· Maintain positive health and wellbeing
· Complex family situations that prevent children from flourishing (including low family literacy levels)
Early Years Pupil Premium (EYPP) allocation for 2023-2024 Academic Year
Number of Children on Roll in 3/4 year old provision: 32
Number of Children Eligible for EYPP funding: 7 at approximately £342
These children will be regularly discussed, their attainment and progress regularly analysed and an individualised learning plan was put in place to support next steps
There were few trends in the baseline data collated other than number as lowest area of attainment.
The focus for funding is targeted to
1. Improve staffing ratios to allow smaller key groups, additional support focused on next steps and targeted interventions / catch up groups to improve levels of overall attainment. Particular focus was given to
a. Communication and language – Staff training in and application of Elklan strategies, talking boxes, use of visuals
b. Personal, social and emotional development – Use of Boxall and nurture strategies
c. Early writing and Number – Key group focus and cross provision focus
d. Physical coordination – Sensory circuits, use of outdoors
e. Health and wellbeing – adult supported snack times, growing and cooking with fruits and vegetable
f. Family support – PSA support for any parent in need of this
Review of year 2022-2023
N2 – 11 children in receipt of EYPP in July 2023 28 non EYPP
These children were regularly discussed, their attainment and progress regularly analysed and an individualised learning plan was put in place to support next steps
(2022- 2023) the focus for funding was targeted to:
1. Improve staffing ratios to allow additional support focused on next steps and targeted interventions / catch up groups to improve levels of overall attainment. Particular focus was given to
a. Communication and language – Elklan, PECs attention autism intensive interaction visual timetables, talking boxes,
b. Personal, social and emotional development – Boxall
c. Sensory circuit activities including balance and core strength
2022 – 2023 Impact
|
|
PSED |
C&L |
PD |
L |
M |
|
Total % whole cohort on track |
69% |
62% |
77% |
69% |
70% |
|
Total % EYPP on track |
86% |
71% |
86% |
86% |
71% |
Early years pupil premium data was very strong with children in receipt of of pupil premium funding out performing whole cohort in all areas. The strongest areas were personal, social and emotional development, physical development and literacy, closely followed by communication and language and maths.