Early Years Pupil Premium 2023

Early Years Pupil Premium  

Since April 2015, early years pupil premium (EYPP) is additional funding for early years settings to improve the education they provide for disadvantaged 3- and 4-year-olds. Children must receive free early education in order to attract EYPP funding.

The funding builds on the school-age pupil premium, introduced in schools in 2011. Nationally, the statistics show that disadvantaged children often do less well than their peers at school. The aim of this money is to try to close the attainment gap between pupils and to try to remove any barriers to learning that pupils may face. Children who meet the criteria will be eligible for an extra 53p per hour.

Eligibility

3- and 4-year-olds in state-funded early education will attract EYPP funding if they meet at least 1 of the following criteria:
- their family gets 1 of the following:

- they are currently being looked after by a local authority in England or Wales

- they have left care in England or Wales through:

    • an adoption
    • a special guardianship order
    • a child arrangement order

EYPP Strategy Report 2022/23

Introduction

Early Years Pupil Premium (EYPP) has been provided for 3- and 4-year-old children in nursery since April 2015. It has been put in place by the Government to support “disadvantaged” children and narrow the gap between children in receipt of EYPP and those than are not, therefore providing more targeted work.

At Pembury, we are committed to high achievement and equality of opportunity for all. We are aware that in our locality, many children face barriers to their learning, particularly those barriers associated with social and economic challenge. Every year therefore, we run a programme of focused interventions to accelerate children’s learning. All children may access these learning experiences, but children eligible for Early Years Pupil Premium (EYPP) are specifically targeted.  EYPP funding is used to impact the learning of this group of children at nursery school and beyond. Progress and impact is assessed each half term and we have noted that all children, irrespective of their EYPP status, make rapid and sustained progress.

How are we using EYPP funding in 2022-2023?

This year we are spending the funding as follows:

 

How much EYPP in 2022/23

Amount received   £3927

 

Number of children applied for

Amount

Autumn Term 2022

13

£ 1,309

Spring 2023

13

£1,309 (estimated)   

Summer 2023

13

£1,309 (estimated)  

 

Total

£ 3927

 

Rationale 50 % of 3- and 4-year-olds at Pembury House in 22/23 have SEND.

Within the cohort of children in receipt of EYPP this is 61%

EYPP children

  %

number 

Overall SEND

 61%

8

EHCP

 8%

1

Language Lift Off

 15%

2

SLT

 15%

2

IASP (Early support place)

 23%

3

 

We have identified our teaching of Communication and Language as an area for development during this school year and as a key area of concern for the children in nursery this year.

Whilst we acknowledge this focus needs to be part of our core offer for all children the additional funding means the EYPP children will spend regular time with an adult in a small group which provides an additional opportunity for communication. The focus of this language group is the two-way nature of communication. It will use intensive interaction and music interaction strategies and sensory integration strategies.

Aim

Who/what

Cost

Develop staff skills in sensory integration/communication

½ day Markfield Sensory integration staff training

free

Develop parent confidence and strategies

10 weeks sensory integration course parent & child

free

Enable dynamic engaging group activities that are easy to replicate at home

Resources for group/ and for parents to have a home leaning bag

£500

Enable dynamic engaging group activities that are easy to replicate at home

2 African drums

 

£150

Staff member to facilitate group

Staff timetabling to ensure the group runs Staff time 1/2 day x 36

£2400

Play based vocabulary building to support EYPP children not SEN

Box clever resources

£377

Music Interaction intervention focussed on back 2 way nature of communication

Staff training - music interaction

500

How will we monitor this?

Ongoing observations across all areas of the EYFS

Termly data drop and pupil progress meetings with teams

What difference will it make? EYPP children will:

  • have consistent access to all areas of the EYFS at nursery
  • receive weekly small group input through the music interaction/ sensory integration project

What we need to do to support this programme

  • sensory group and box clever group runs each week including 1/2 day per week staff cover (£75 x 36 = £2400)
  • Resources for groups £1027

Early Years Pupil Premium 2021-22

Early Years Pupil Premium 2021-22

Basis of Funding 2021-22 Overall Allocation

Funding per child =  £0.53 per hour for 15 hours per week

Autumn Term 2021

 

Number of children: 33

 Total Funding = £3,259.50

Spring Term 2022
Number of children: 38  Total Funding = £3,569.55
Summer Term 2022
Number of children: 36 Total Funding = £4,212.00

Total funding for this year = £11,041.05

At Pembury, we are committed to high achievement and equality of opportunity for all. We are aware that in our locality, many children face barriers to their learning, particularly those barriers associated with social and economic challenge. Every year therefore, we run a programme of focused interventions to accelerate children’s learning. All children may access these learning experiences, but children eligible for Early Years Pupil Premium (EYPP) are specifically targeted.  EYPP funding is used to impact the learning of this group of children at nursery school and beyond. Progress and impact is assessed each half term and we have noted that all children, irrespective of their EYPP status, make rapid and sustained progress.

How are we using EYPP funding in 2021-2022?

This year we are spending the funding as follows:

Musical Staircase Project with Sinan

  • Pembury is excited to be providing ‘Musical Staircase’, a music project to develop children’s cultural capital and diminish attainment difference.
  • This is an inclusive project, teaching children in small groups or individually
  • The children learn to sing and sign the notes of a musical scale using the Kodaly Method (Do,Re,Mi). This develops their sense of pitch and dynamics.  Using 8 physical divisions (from lying to standing tall) a musical staircase effect is created.
  • The children also learn to read musical notation. They stand on a giant musical stave, then move between the lines and spaces to create music. This is played simultaneously on the violin which culminates in the children playing songs they know on the stave, using themselves as the notes.
  • This explorative way of learning through music sparks children’s interest and progress in communication and language skills, early phonics and early number skills.
  • The Kodaly Method of learning music is also about the essential wellbeing of the child.  Learning requires several fundamentals to be in place. Young children have the opportunity in the music sessions to practice skills in being able to listen, communicate, concentrate, feel good, take part in groups, make relationships, and think creatively… These fundamentals form the basis of more formal learning later on.
  • Research has found that schools using this approach in Hungary (where Kodály was from) excel in all other subjects and have improved children’s wellbeing (Abi Rooley-Towle, 2.6.19)

We are also spending the funding on the following interventions for children in receipt of EYPP:

  • Creative art projects with Anni McTavish, an EY Creative Consultant: to develop curiosity, critical thinking skills and problem solving
  • Music with Angeline from Groundswell Arts: to develop emotional regulation, stimulate senses, and promote communication and language through the use of different instruments and musical props
  • Small group work led by support staff, providing language and maths focus games, to narrow gaps and diminish differences between children in receipt of EYPP and their peers.
  • Fortnightly team pedagogical discussions and training with Mel Angel, a pedagogical consultant to support the co-creation of research projects with children and the development of enquiry documentation books

Click here for EY Pupil Premium Strategy Statement 2021-22

The Pupil Premium is additional funding provided as of April 2015 to Early Years settings. The funding is additional to main school funding. It is allocated according to the number of 3 and 4 year olds in state funded early education who meet at least one of the following criteria:

Their family receives one of the following:-

  • 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 - For places starting in the summer term 2018 (on or after 1st April 2018), or any subsequent term, if a parent is entitled to Universal Credit they must have an annual net earned income equivalent to and not exceeding £7,400, assess on up to three of the parent's most recent Universal Credit assessment periods.
  • They are currently being looked after by a local authority in England or Wales
  • They have left care in England or wales through:

-An adoption order

-A special guardianship order

- A child arrangements order 

Children for whom we receive Pupil Premium for are referred to as 'disadvantaged' by the government and this funding is provided to close the achievement gap between this group and other children.

Early Years Pupil Premium 2020-21

Basis of Funding 2020-21 Overall Allocation

Funding per child =  £0.53 per hour for 15 hours per week

£8069.25

Autumn Term 2020

 

Number of children: 16

 

 Total Funding = £1653.60

 

Spring Term 2021

 

Number of children: 15

 Total Funding = £1431.00

 

Summer Term 2021

 

Number of children: 49

 Total Funding = £4984.65

Total funding for this year = £8,069.25

At Pembury, we are committed to high achievement and equality of opportunity for all. We are aware that in our locality, many children face barriers to their learning, particularly those barriers associated with social and economic challenge. Every year therefore, we run a programme of focused interventions to accelerate children’s learning. All children may access these learning experiences, but children eligible for Early Years Pupil Premium (EYPP) are specifically targeted.  EYPP funding is used to impact the learning of this group of children at nursery school and beyond. Progress and impact is assessed each half term and we have noted that all children, irrespective of their EYPP status, make rapid and sustained progress.

How are we using EYPP funding in 2020-2021?

This year we are spending the funding on a ‘Musical Marshes’ Project (please see below) and Forest School Training (including outdoor first aid training). Please click here to find out more about Forest School activities at Pembury. The Nursery Team have participated in professional learning and development Maths Through Art Project with Anni McTavish, Early Years Creative Consultant, to support the teaching and learning of mathematics through visual arts To support this we purchased some sensory numeracy resources.

Musical Marshes Project with Sinan

  • Pembury is excited to be providing ‘Musical Marshes’, a music project to develop children’s cultural capital and diminish attainment difference.
  • This is an inclusive project, teaching children in small groups or individually
  • The children learn to sing and sign the notes of a musical scale using the Kodaly Method (Do,Re,Mi). This develops their sense of pitch and dynamics.  Using 8 physical divisions (from lying to standing tall) a musical staircase effect is created.
  • The children also learn to read musical notation. They stand on a giant musical stave, then move between the lines and spaces to create music. This is played simultaneously on the violin which culminates in the children playing songs they know on the stave, using themselves as the notes.
  • This explorative way of learning through music sparks children’s interest and progress in communication and language skills, early phonics and early number skills.
  • The Kodaly Method of learning music is also about the essential wellbeing of the child.  Learning requires several fundamentals to be in place. Young children have the opportunity in the music sessions to practice skills in being able to listen, communicate, concentrate, feel good, take part in groups, make relationships, and think creatively… These fundamentals form the basis of more formal learning later on.
  • Research has found that schools using this approach in Hungary (where Kodály was from) excel in all other subjects and have improved children’s wellbeing (Abi Rooley-Towle, 2.6.19)

 Click here for action plan 

The Pupil Premium is additional funding provided as of April 2015 to Early Years settings. The funding is additional to main school funding. It is allocated according to the number of 3 and 4 year olds in state funded early education who meet at least one of the following criteria:

Their family receives one of the following:-

      • 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 - For places starting in the summer term 2018 (on or after 1st April 2018), or any subsequent term, if a parent is entitled to Universal Credit they must have an annual net earned income equivalent to and not exceeding £7,400, assess on up to three of the parent's most recent Universal Credit assessment periods.
  • They are currently being looked after by a local authority in England or Wales
  • They have left care in England or wales through:

-An adoption order

-A special guardianship order

- A child arrangements order 

Children for whom we receive Pupil Premium for are referred to as 'disadvantaged' by the government and this funding is provided to close the achievement gap between this group and other children.

Early Years Pupil Premium 2019-20

Basis of Funding 2019-20 Overall Allocation

Funding per child =  £0.53 per hour for 15 hours per week

 

Autumn Term 2019

 

Number of children: 14

 

 Total Funding = £1446.90

 

Spring Term 2020

 

Number of children: 26

 Total Funding = £2480.40

 

Summer Term 2020

(Estimate as figures have not been confirmed yet)

 

Number of children: 26

 Total Funding = £2480.40

 

Total funding for this year (with estimates for Summer term) = £6,407.70

How we are using the funding in 2019-20:

Environment Of Inquiry Project...

  • We are working with a resident artist (15 days across the year) to develop communication and language skills, shared sustained thinking and problem solving during high quality adult-child interactions.

The Pupil Premium is additional funding provided as of April 2015 to Early Years settings. The funding is additional to main school funding. It is allocated according to the number of 3 and 4 year olds in state funded early education who meet at least one of the following criteria:

Their family receives one of the following:-

      • 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 - For places starting in the summer term 2018 (on or after 1st April 2018), or any subsequent term, if a parent is entitled to Universal Credit they must have an annual net earned income equivalent to and not exceeding £7,400, assess on up to three of the parent's most recent Universal Credit assessment periods.
  • They are currently being looked after by a local authority in England or Wales
  • They have left care in England or wales through:

-An adoption order

-A special guardianship order

- A child arrangements order 

Children for whom we receive Pupil Premium for are referred to as 'disadvantaged' by the government and this funding is provided to close the achievement gap between this group and other children.

EYPP Impact Statement

Progress and Achievement of EYPP children (2019-2020)

  • This year we have received EYPP (Early years Pupil Premium) funding for 13 children. This is 19% of the 3-4 year old cohort in nursery class. 
  • At the beginning of the year, baseline entry (October 2019) showed 2 (14%) of these children were meeting ARE (Age Related Expectations).
  • Due to a COVID-19 related lockdown for the summer term 2020, the progress for children in receipt of EYPP 2019-20 has been predicted
  • Therefore, by the end of the year (July 2020), the progress of children in receipt of EYPP had increased to a ‘prediction’ of 9 children (69%) having met or exceeded ARE in all areas of the curriculum. Some children also have complex high need SEND (Special Educational Needs and/or Disabilities), which means they are making slower progress, with lots of support.  3 of the 9 (23%) children who achieved ARE were working at a level above expected ARE in all areas of the curriculum
  • We predict all of the children in receipt of EYPP would have made expected steps of progress across all areas of learning.
  • 9 (69%) children we predict would have made better than expected steps of progress across all areas of learning.

Early Years Pupil Premium 2018-19

Basis of Funding 2018-19 Overall Allocation

Funding per child = 38 weeks @ 15 hours per week @ £0.53 per hour = £302.10

13 Children @ £302.10 = £3927.30

Number of children: 13

 How we are using the funding in 2018-19:

Environment Of Inquiry Project...

  • We are working with a resident artist (17 days across the year) to develop communication and language skills, shared sustained thinking and problem solving during high quality adult-child interactions.

The Pupil Premium is additional funding provided as of April 2015 to Early Years settings. The funding is additional to main school funding. It is allocated according to the number of 3 and 4 year olds in state funded early education who meet at least one of the following criteria:

Their family receives one of the following:-

      • 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 - For places starting in the summer term 2018 (on or after 1st April 2018), or any subsequent term, if a parent is entitled to Universal Credit they must have an annual net earned income equivalent to and not exceeding £7,400, assess on up to three of the parent's most recent Universal Credit assessment periods.
  • They are currently being looked after by a local authority in England or Wales
  • They have left care in England or wales through:

-An adoption order

-A special guardianship order

- A child arrangements order 

Children for whom we receive Pupil Premium for are referred to as 'disadvantaged' by the government and this funding is provided to close the achievement gap between this group and other children.

EYPP Impact Statement

Progress and Achievement of EYPP children (2018-2019)

  • This year we have received EYPP (Early years Pupil Premium) funding for 13 children. This is 18% of the 3-4 year old cohort in nursery class.
  • At the beginning of the year, baseline entry (October 2018) showed 5 (38%) of these children were meeting ARE (Age Related Expectations).
  • By the end of the year (July 2019), this had increased to 10 children (77%) having met or exceeded ARE in all areas of the curriculum. Some children also having high need SEND (Special Educational Needs and/or Disabilities), which means they are making slower progress, with lots of support.
  • All of the children in receipt of EYPP made expected steps of progress across all areas of learning.
  • 9 children (69%) made better than expected steps of progress across all areas of learning.

 

Early Years Pupil Premium 2017-18

Basis of Funding Eligible Children 2017-18 Overall Allocation
Funding per child = 38 weeks @ 15 hours per week @ £0.53 per hour = £302.10 Number of children = 19
19 Children @ £302.10 = £5739.90

Breakdown of how the funding was used in 2017-18:-

  • Worked with a resident artist (20 days across the year) to develop communication and language skills, shared sustained thinking and problem solving during high quality adult-child interactions

EYPP Impact Statement

Progress and Achievement of EYPP children (2017-2018)

  • This year we have received EYPP (Early years Pupil Premium) funding for 18 children. This was 22.5% of the 3-4 year old cohort in nursery class.
  • At the beginning of the year, baseline entry (October 2017) showed 3 (17%) of these children were meeting ARE (Age Related Expectations).
  • By the end of the year (July 2018), this had increased to 9 children (50%) having met or exceeded ARE in all areas of the curriculum. Some children were also having high need SEND (Special Educational Needs and/or Disabilities), which means they were making slower progress, with lots of support.
  • 15 of the children in receipt of EYPP made expected steps of progress across all areas of learning (83%).
  • 10 children (56%) made better than expected steps of progress across all areas of learning.