From April 2015 Nursery Schools are able to claim extra government funding through the Early Years Pupil Premium to support children's development, learning and care. The Early Years Pupil Premium (EYPP) provides funding for three and four year old children whose parents are in receipt of certain benefits or who were formerly in local authority care but who left care because they were adopted or were subject to a special guardianship or child arrangements order.
The extra funding will be used to improve the quality of the early year’s education that we provide for your child. This might include for example, additional training for our staff on early language, investing in partnership working with colleagues in the area to further our expertise or supporting our staff in working on specialised areas such as speech and language.
It is well documented that high quality early education can influence how well a child does at both primary and secondary school so we do want to make the most of this additional funding. You may be aware if you have older children that a pupil premium has been available for school age children for some time and it has proved to have given a real boost to the children receiving the funding. We want to do the same for our early years children entitled to this funding.
Therefore we kindly ask all parents and guardians to agree when your child starts Ribblesdale Nursery school to allow us to claim the additional Early Years Pupil Premium for your child when they are three and four.
In Summer Term 2018 we have 10 children who were eligible for Early Years Pupil Premium and received a funding allocation of £1034. This funding has been used to support the Forest School programme and support groups of children to visit the local Wildlife Trust site to participate in Forest School.
Our focus this academic year has been to focus on the children’s self-confidence and self-awareness and improve progress in being imaginative. We have concentrated on improving parental partnership work through using Tapestry, improving being Imaginative through the Helicopter Stories and Tatty Bumpkin also impacting on self-confidence and self-awareness. Forest School has also greatly supported the children to develop their self-confidence and self-awareness. The end of 2017 cohort 25% PP made more than typical progress compared 63% this year demonstrating the impact of the intervention. Also in 2017 47% of children made above expected progress in Being Imaginative compared to 75% for the 2018 cohort.
We have 9 pupils eligible for EYPP and received a Funding Allocation of £787.05 in funding. This will be used to send 3 practitioners on Helicopter Story training and implement this in the Nursery School.
We had 10 children eligible for EYPP and received a Funding
Allocation of £1113. This funding was used to fund 1 Teacher and 1
Teaching Assistant to attend EFYS 'Best Practice in the Early Years', a
day with Alistair Bryce-Clegg and release time for a Teacher to plan and
train all practitioners to teach Phonics effectively.
We had 17 Pupils eligible for EYPP and received a Funding
Allocation of £1756.95. This provided 3 days support from Lily Horseman
to work with children on developing woodwork skills which impacted on
children’s personal and social development, communication and problem
We had 12 pupils eligible for EYPP and received funding Allocation of £1049.40. We organised for a football trainer to train the children in football skills. This supported physical development, but has had huge positive impact on developing the children’s PSED development, ‘managing feelings and behaviour’ and communication skills, ‘listening and attention’, ‘understanding’ and ‘speaking’.
We had 8 Pupils eligible for EYPP and received a Funding Allocation of £890.40. We purchased Wellcom Packs and Trackers and released staff to be trained in their use. These are tools which support our teaching staff in the assessment of the children's speech, language and communication skills. This has already had an impact and improved the speech, language and communication skills of the children.