Early Years Pupil Premium Funding Justification 2017-2018

 

Term

No of EYPP children

Funding Received

Key areas to focus the EYPP on

Staff Development

The prime areas

Literacy development

Parental engagement and the home learning environment

Widening children’s life experiences

Autumn

16

£1857.12

Spring

26

£1938.21

Summer

26

£2315.04

Total EYPP Income

£6110.37

Identifying Needs

On entry to the setting children’s needs and abilities are assessed and recorded using Target Tracker within the first 6 weeks. At this point areas for development and enrichment are considered. Parents are encouraged to become involved in this process and are also asked to confirm EYPP status. On a termly basis all parents are encouraged to meet with their child’s key worker to discuss needs and priorities for their child.

Barriers to learning

Over 70% below age related expectations in all prime areas of learning

Achievement within the prime areas was significantly well below that of other similar aged children within the authority

13 out of the 16 children identified as EYPP were all working below age related expectations in all of the prime areas

76% of the whole group below ARE in moving and handling.

Poor early language development and self-care skills

A high percentage of children are diagnosed with Autistic Spectrum Disorder after admission.

Children not meeting threshold for safeguarding

Families experiencing significant mental health difficulties

Children have few early life experiences

Lower attendance patterns

Groups of parents who do not engage with the school. 

What will the money be spent on?

Why have you chosen this?

How much will it cost?

How will it benefit the EYPP children? Which of the EYPP children will it benefit?

How will it benefit the setting?

How will you know it has made a difference?

The Prime Areas - Specifically Physical development

 

Football Coaching

Physical development approaches improve young children’s physical growth, skills and health.

Initial discussion with parents indicated that many children had limited access to physical activity at home. 

For a number of years, BR has been purchasing coaching support from a football coach, specialised in working with very young children. Previous observations noted that there were improvements in balance and coordination and children demonstrated a greater will to listen in the sessions.

Cost to school:

£1050.00

 

All children to benefit.

The Education Endowment Trust suggests that there is some evidence that programmes that combine physical activity with strategies to promote self-regulation can improve executive function and have a positive impact on learning. By up to 4 months

All children involved in specific physical activity.

Improved rates of concentration

Target tracker monitoring will show that the percentage of children working within age related expectations will increase

The children will have increased levels of fitness.

Well- being and Involvement Scales

What will the money be spent on?

Why have you chosen this?

How much will it cost?

How will it benefit the EYPP children? Which of the EYPP children will it benefit?

How will it benefit the setting?

How will you know it has made a difference?

Developing the home learning environment

 

Mothers Day/Father’s Day events/ Progress meetings/ Story sacks/Busy Bags

 

 

 

Staff identified that parents were often reluctant to engage with school. Research completed through the EPPE and EPPSE projects, showed the positive impact of the home learning environment on outcomes for children. The benefits impact on the children, families and staff. It is consistently associated with children's subsequent academic success.

On average parental engagement programmes have led to a positive impact of approximately 4 additional months progress over the course of a year so we would expect to see improvements in the data within the prime areas in particular.

 

Cost of organising and preparing for events:

 

Resources £121.57

 

Mothers Day £25.50

 

£69.70

Fathers Day

 

£1410.00 Progress meetings time

 

 

 

Group of SG children in particular will benefit by having a wider range of experiences with interested adults.

Families more engaged and feel valued. This should impact on how well children do throughout their educational career. Subsequent children will benefit too. Better skilled parents means more opportunities for children to consolidate or refine skills and concepts or develop their ideas.

Parents will feel more involved in their child’s learning.

Staff teams benefit by having to explain the learning process which helps them to become better at sharing their knowledge. Closer relationships with parents as meaningful dialogue results when returning Busy Bags or making new choices.

staff build self-reflective strategies as they review and monitor their practice. Opportunities to share responsibility for certain strategies, giving some career progression for staff members.

Parental feedback

Tracking elements of practice eg parents spoken to over a given period of time, types of interactions children experience over a given period of time

Target tracker monitoring will show that the percentage of children working within age related expectations will increase

Well- being and Involvement Scales

 

 

What will the money be spent on?

Why have you chosen this?

How much will it cost?

How will it benefit the EYPP children? Which of the EYPP children will it benefit?

How will it benefit the setting?

How will you know it has made a difference?

Widening their experiences including outings in the local area - such as visits to the library, farm, seaside, Hullabloo

High levels of deprivation exist within the area and historically children attending the school have limited life experiences due to a range of factors such as poverty, limited knowledge or lack of transport etc. We know that by including families as well as the children at the setting, this can have a wider impact. Parents may need support and guidance to be able to maximise the learning opportunities these offer. If families are included in the organising of trips etc this can help them develop the knowledge and confidence to use public transport or arrange lift shares for themselves in future. On average, children who are involved in communication and language approaches make approximately six months’ additional progress over the course of a year.(EEF)

Costs:

Trips £629.00

 

£124.00 Hullabloo

All children will be able to attend. By extending these experiences a broader horizon opens up for these children and families, which can provide greater opportunities for EYPP children to learn and develop. Trips and visits can have a long-lasting impact on children’s learning within the setting, extending their interests and providing a focus for further activities.

Parents and children can talk about shared experiences from the activities and even make mementos together in the form of books, songs or games etc.

The key worker spends time getting to know the child and the family and can help to raise families’ awareness of what is possible and how it can benefit their children.

Observations of children's learning in their Learning Journals

Using parental questionnaires

Monitoring attendance of children

Monitoring attendance of parents at open days and other events

Target tracker monitoring will show that the percentage of children working within age related expectations will increase

Well- being and Involvement Scales

What will the money be spent on?

Why have you chosen this?

How much will it cost?

How will it benefit the EYPP children? Which of the EYPP children will it benefit?

How will it benefit the setting?

How will you know it has made a difference?

Widening their experiences - Liz Million visit/

Duck Eggs/ZooLab

As above - children have few early life experiences which is validated by the data and through discussions with parents. See Data Analysis. providing the children with a range of experiences designed to promote communication and interaction (EEF suggests this can have an impact of up to 6 months).

Costs:

Liz: £125

 

Ducks: £300

 

Zoolab: £154.80

As an illustrator Liz uses drawings  to convey feelings and meaning and inspires children to express their thoughts and ideas through their creativity.

Experiences such as the duck eggs will inspire awe and wonder in the natural world - Both experiences should ensure that children acquire new language and have the vocabulary to  discuss their experiences and make observations.

An opportunity to engage with parents, providing photographic displays that document the learning process and new language to be developed which families can follow up at home.

Observations of children's learning in their Learning Journals

Using parental questionnaires

Monitoring attendance of children

Monitoring attendance of parents at open days and other events

Target tracker monitoring will show that the percentage of children working within age related expectations will increase

Well- being and Involvement Scales

What will the money be spent on?

Why have you chosen this?

How much will it cost?

How will it benefit the EYPP children? Which of the EYPP children will it benefit?

How will it benefit the setting?

How will you know it has made a difference?

Training provided to staff:

 

EYPP Training

 

Purchase of target tracker & accompanying training

 

Moderation with GD

 

Letters and Sounds training delivered as an additional twilight training session - May

 

Mark making Matters Training

 

 

OFSTED report states that:

- observations, assessments and interventions are not used well enough to accurately identify the next steps in children’s learning.

- Staff are not consistent in questioning children in such a way as to develop their thinking skills. Children do not progress as rapidly as they could, particularly those eligible for pupil premium and the most vulnerable

- Some staff lack a clear understanding of what children should be able to achieve at any specific age, particularly in phonics or writing.

- Therefore, they do not support and challenge children well enough to reach their full potential.

 

Cost: £1500.00

 

£320

 

 

 

 

Target Tracker £280.80

 

 

 

It could also benefit those children who do not attract EYPP funding but have similar needs.

Training that is designed to upskill practitioners and improve practice should impact positively on outcomes for children and especially this group of children. the whole staff team hears the same messages at the same time and can work collaboratively together towards a common goal.

If staff who attend specific training, cascade their newly acquired knowledge, then all the staff should benefit.

Longer term      opportunities to extend the training to parents

      developments become embedded into everyday practice.

Using Target Tracker which feeds into the Darlington data tool

Learning Walks

Performance Management Observations

Scrutinising observations of children's learning in their Learning Journals

Feedback from professionals working in partnership.

 

What difference did it make?

How might you build on it next time?

Target Tracker in place - Data analysis shows that overall EYPP made better than expected progress (6.9 steps) within the prime areas. However, in contrast non – EYPP children fared better achieving an average 7.5 steps progress.

Attainment overall showed that almost half of the children moved from working below age related expectations to at least working within and 4 out of the 16 working above ARE.

On average Entry data shows that 78.59% EYPP children entered below ARE and this figure was reduced slightly for non-EYPP – 73.23%. Exit data shows that non-EYPP children’s attainment was better with 34% working below ARE and 51.6% EYPP children working below.

Most significant improvements in attainment were noted specifically in the aspects of moving and handling and self-confidence (which mirrored previous EYPP review data)

In addition, 8 of the EYPP children were also associated with safeguarding concerns.

1 CLA did achieve ARE in most of the prime areas although not in managing feelings.

8 of the EYPP children were also identified as have special educational needs and 3 went on receive Education Health care Plans.

Over half of the children identified as EYPP were working within ARE by the end of nursery in PSE, PD and listening attention.

 

OFSTED noted issues with the EYPP data in the Autumn Term so it is impossible to make accurate comparisons with previous data.

Target tracker implemented during Spring Term so accuracy of data and information around progress not perhaps as accurate as it could be as some children left school during this time and other children joined school. In future term of entry groups to be created to enable us to reflect more accurately upon progress of specific groups in particular those children who entered our 2 year old provision and those who joined school in the September term.

Continue with football as the data does suggest impact was positive.

More needs to be done to improve attainment for all children but particularly progress for EYPP children to ensure that accelerated progress is made and the gap is diminishing rather than increasing.

Improve accuracy of data through continued internal and external moderation verification.

Consider using EYPP to fund regular visits within the local environment eg. going to the shop to buy ingredients for cooking/baking, library visits, park - Encourage parents to accompany staff on these visits so that they are better able to support and encouraged to repeat these experiences with their children.

Still more to be achieved around speaking and listening and developing understanding.

Staff training completed in hearing impairment, EYPP, Attachment, mark making matters, letters and sounds therefore important to build on that training over the next year and look at how to cascade this down to parents.

Despite improvements in attendance overall, this and safeguarding issues continue to dominate - continue to look at support for vulnerable families through partnership working, Early help process and Early identification of need.

Further training identified – sensory smart training.