Highfield Nursery school - Early Years Pupil Premium (EYPP) Summary report 2021 – 2022

Early Years Pupil Premium (EYPP) provides extra funding for 3 and 4 year old children: whose parents are in receipt of certain benefits or who have been in care or adopted from care. It provides an extra £310.05 a year for any child receiving 15 hours of the Early Education Entitlement.

For the academic year 2021 – 22 we had:

Autumn – 21 EYPP children

Spring –  28 EYPP children

Summer – 35 EYPP children

At Highfield Nursery School we have intent for our children to be eager and excited to learn. Our staff know and understand children’s needs, interests and strengths, drawing on our pedagogical approach. We provide opportunities for awe and wonder through meaningful and enriching learning experiences. The impact of our high quality teaching is that children’s knowledge is built up over time and prior learning consolidated through development of skills. The enhancement of our children is Cultural Capital through different events and activities. The purpose of our Early Years Pupil Premium Strategy is to ensure that each child reaches their own full potential, irrespective of their background or the challenges they face, becoming confident learners and ready for the next step in their educational adventure.

 

We have worked to support those families with EYPP children by providing them with individualised teacher interventions, targeted support, small group work, extra nursery hours, nursery dinners, food parcels, food vouchers, resource packs and continue to offer support to the families and children of Highfield Nursery school with the help of the EYPP funding. This academic year we had funding for £26,354.25 which had a huge impact on the EYPP children as detailed in the Early years pupil premium provision plan.

Throughout the year, we have tracked and monitored the experiences and progress of these children. Data shows that children make accelerated progress in comparison to their starting points.

Nursery 2

Area of learning

Starting point

Children who were age appropriate in their development

16 children

Midpoint

Children who were age appropriate in their development

 22 children (4 SEN)

End of the year

Children who were age appropriate in their development

 26 children (8 SEN)

Communication and language

12%

23%

38%

Personal, social and emotional

6%

35%

50%

Physical Development

38%

47%

53%

Literacy

0%

14%

27%

Mathematics

2%

19%

23%

 

Nursery 1

Area of learning

Starting point

Children who were age appropriate in their development

5 children

Midpoint

Children who were age appropriate in their development

6 children (2 SEN)

End of the year

Children who were age appropriate in their development

9 children (3 SEN)

Communication and language

40%

43%

55%

Personal, social and emotional

0%

12%

22%

Physical Development

40 %

37%

33%

 

The children at Highfield Nursery School tend to have very low starting points.  Around 90% of Nursery 2 and 60% of Nursery 1 EYPP children started working way below their age expected development. Carefully planned activities have been designed to support each individual child to narrow any gaps and to support them to make the best possible progress. Class teachers are aware of all EYPP children and know how to scaffold and extend learning to build on children knowledge and support good progress across all areas of learning. The data showed on average over 40% of EYPP children achieving age appropriate development at the endpoint assessments. This shows us that children make good progress from their starting points.

It is also important to note that we had an intake of new EYPP children settling into nursery and a high level of SEN included in this data, which in turn has a direct impact on the end point data.

Children with EYPP have had access to targeted creative sessions with our resident artist and you can see from the data that this has particular focused on children’s communication and language and physical development skills.

All EYPP children were offered targeted forest school sessions. 11 EYPP children accessed this provision and as you can see from the data that this has impacted on the children’s communication and language and physical development.

We have also had a dedicated intervention teacher 2 days a week supporting interventions with listening and attention, communication and language groups, nurture groups and more able groups. All EYPP children have been targeted for support.

Communication, language and literacy was prioritised for our children after baseline we noted how low these area were and have put in high quality support to ensure that the EYPP children make good progress.  We ensure that our learning environments are secure and nurturing yet stimulating both indoors and outdoors with many open-ended and language rich opportunities for children to engage in experiences that will enable them to develop curiosity and initiate their own ideas. Resources are easily accessible so that children can be independent, boosting children’s self-esteem, developing confidence and encouraging perseverance and resilience. Children develop and build relationships and language through the support and modelling of staff.

 

We also used the Wellcomm program to support children to develop their language skills. Children with speech and language difficulties were identified and all EYPP children had access to specifically planned weekly intervention groups. The children who were age appropriate in their language development were identified through baseline assessments and supported through extension groups. Core books and rhymes are being developed to support with the learning of new vocabulary, understanding, listening and attention.

To support our EYPP families and meet their welfare needs we have been providing fruit and snacks daily for the children at nursery. Once a week since January 2022 children have been invited to have a hot meal at nursery to support with self help and independence skills. As you can see from the data having dinners has made a huge difference to the children’s physical development!

We have encouraged the children to attend as much as possible and kept in touch with these families through regular phone calls, tapestry observations, parent meetings, supporting families and referring them to other services when required. The attendance for EYPP children for the year was as below:

 

 

 

This made a difference to the progress of the children with increased attendance we saw a rise in the children who made accelerated progress. 

Providing the children with this support through the EYPP funding has helped to provide the best start in life and with their education really working to narrow the attainment gap.

 

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