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School year 2018/2019

EYPP funding allocation - Autumn term 2018 - £1007

On entry to FS1 in September 2018, 7.5% of the children were eligible for Early Years Pupil Premium Funding. These children were assessed and individual ‘next steps’ set and shared with parents. In addition, some children and their families enjoyed visiting Father Christmas at Sundown Adventure Land along with our Family Support Team. Nine out of the ten EYPP children have accessed centre services prior to attending in FS1. The child who we welcomed new to the centre, is also receiving individual additional support in the form of SEN Formal targets.

 

There was a gap working at ‘typical development and above’ in each area of learning between our most disadvantaged children and those who are not. However, a larger percentage of children in receipt of funding were working ‘above typical’ in Physical Development than the Non-EYPP children assessed as ‘above typical development’ on entry. Mathematics has been a strong focus in the first term as none of the EYPP children were assessed as working at ‘typical development and above’ levels. All children have taken part in small group mathematics and literacy activities at the end of the session. Communication and language groups were organised according to results from careful ‘Every Child A Talker’ monitoring. A programme of intervention was developed to support those children who were identified as being ‘at risk’ of a speech, language or communication delay. In addition, two of the children in receipt of funding have also attended the 9 week targeted intervention programme, ‘Early Talk Boost’. One of our Early Years Practitioners has also been running a PSED/C&L group featuring a character called ‘Dogum’, a small soft toy dog. These groups support the children to develop their speaking, listening and thinking skills through a range of activities which stimulate curiosity. Using ‘Dogum’ provides a context for meaningful speech and language to take place and encourages the children to explore the feelings and behaviour of others. The children have begun to learn some simple Makaton signs which help them to listen to and understand speech.  In addition, as a result of the pupil premium funding, the children have benefitted from enhanced staffing/lower adult-child ratios, and all children were offered holiday day-care during October half-term.

EYPP funding allocation – Summer Term 2018 - £1873.02

 

Children in receipt of Early Years Pupil Premium funding have continued to benefit from enhanced staffing, additional sessions/services, accessing new resources, and taking part in a range of focus group activities. In addition, some children and their families benefitted from working with our family support team and enjoyed visiting Cleethorpes over the summer. A number of our most disadvantaged children were also receiving individual additional support in the form of SEN Formal or Informal targets.

 

Gaps in attainment between funded and non-funded children narrowed in most areas of learning. FS1 exit data showed that there has been a reduction in the attainment gap in Physical Development, Literacy, Mathematics and Expressive Arts and Design. A large proportion of children in receipt of funding exceeded age related expectations in Physical Development. This reflects the very positive impact the professional sports activity sessions had during the summer term and the small focus groups to support the children’s fine motor skills as a pre-curser to early writing. This further encouraged the children’s interest in literacy, and those children assessed as more able in this area, attended Phase 2 of the ‘Letters and Sounds’ phonics teaching programme, several of whom became secure in this phase. The children also did particularly well in the aspects of ‘number’ and ‘being imaginative’. In the areas of learning where gaps increased, this was very slight, ranging from 3 – 6%. The children who took part in the ‘Early Talk Boost’ language and communication programme made very good progress. Data demonstrated that all children made progress in all four areas; attention and listening, language – understanding and speaking, communication – PSED. In addition, all children reached typical levels of development for their age in language; understanding words and sentences, and speaking. One child also reached their age expected level in communication – PSED. Next steps have been set for the children in all seven areas of learning and passed on to FS2 teachers in receiving primary schools as part of the transition process. Children in our 2-3 year old bases were very well supported by staff to move into the FS1 base, making visits with practitioners to join in activities and become familiar with the provision.

Time and training over the past year has enabled staff to further develop their skills to effectively track the progress of EYPP children. Careful analysis of data has then enabled leaders to pinpoint actions for our Developing Excellence Plan in order to make the best possible use of funding so that all eligible children achieve their full potential.

 

 

 

EYPP funding allocation – Spring term 2018 - £1409.80

Early Years Pupil Premium funding has continued to have a positive effect on the attainment and progress of the children whose families meet the eligibility criteria to receive it. Some of the funding has been used to enhance the staffing so that the children benefit from lower adult-child ratios throughout the Centre. All the children continue to be closely monitored and assessed so that staff can accurately plan their next steps and particularly support individual children and arrange small focus group work.

Mid-year data demonstrated that the area of learning in which the largest proportion of children in receipt of funding were below typical development, was ‘Expressive Arts and Design’. Staff have worked with children in small groups to develop their skills and confidence to take part in role-play, storytelling, music and movement activities. FS1 staff attended the ‘Early Talk Boost’ language and communication intervention programme training and the first group of children are now enjoying taking part in these sessions. In our Pre-school, small communication groups have taken place and speech and language therapy with individual children. The ‘home-school’ bears and ‘bedtime bears’ have also continued to be taken home by all the children. Data also showed that the largest percentage of children above typical development were in the ‘Physical Development’ area of learning. To challenge the children, resources to promote fine motor skills have been purchased and we have been able to pay for a scheduled programme of sport activities to be delivered in the summer term.

In addition, children in FS1 and Pre-school who attracted the funding have been given the opportunity to access additional sessions. FS1 children have also been offered extended services; breakfast/tea club, holiday day-care.