Early Years Pupil Premium at Pastures Way

 

What is Early Years Pupil Premium (EYPP)

As from April 2015, early years’ settings have been able to access additional funding for children who are 3 years old and meet the criteria for EYPP. This money is designed to be used for improving academic and non-academic outcomes for EYPP children and helping close any attainment gaps between these identified children and their peers, creating culture capital and setting the children on a path for a successful future.

 

EYPP spending in the year 2019- 2020

Intent – using our baseline data in the Autumn Term 2019, we identified that many of our EYPP children were achieving below expected outcomes in understanding the world and people and communities as well as needing to develop their communication and language skills and their ability to manage their feelings and behaviour and make relationships. They needed experiences to widen their vocabulary and give them things to talk about and learn about different occupations and ways of life. They also needed to make relationships and develop the skills of listening to each other and working together. Resilience when faced with challenges also needed to be developed and learning to recognise when they were experiencing challenging feelings and self-regulate their emotions. Many of the children were not great eaters and reluctant to try new foods so this was also an area we wanted to address. We recognised the importance of working in partnership with parents and giving them the skills to help develop their children’s learning at home.

Implementation – We gave the children the following experiences to meet these needs.

  • Our Natural thinkers support member of staff provided weekly experience in our jungle garden and trips out. These experiences included
  • Gardening learning to work together to look after our sensory garden and planting vegetables and later harvesting, cooking and eating the produce.
  • Tasks that involved working together for example putting up a tent and making dens and an obstacle course.
  • Experiencing the natural world through forest school and natural thinker’s activities and experiences such as making natural crowns, mud faces, journey sticks, nests, finding out about minibeasts, going on a snail hunt and making snail homes.
  • A trip to the library sharing books and having a story
  • A visit to Houghton hall
  • Visits to the local shops including the charity shop and learning about what this is.
  • A visit to a care home to sing Christmas carols and an invite to some of the residents of the care home to come and have Christmas dinner at the nursery with the children.
  • We had sign language training around vocabulary we identified as needing to be able to develop and support language acquisition at Pastures Way and help give children the vocabulary to express and managing their feelings and behaviour.
  • The children experienced cooking activities. Going to the shop to buy the ingredients and then making the items and taking turns to add, mix, cut ingredients. Cooking sheets were sent home to parents explaining how to make the items we had made that day and giving the learning that this cooking activity created.
  • A mindfulness practitioner came in each week to support the identified children with strategies to calm and relax. This including the EYPP children. These strategies were implemented across the setting. A staff member supported the practitioner to learn the strategies so they could roll them out across the setting for all children.
  • When Covid lockdown came in March many of the children found this was the last time they were in setting. We kept in touch with parents through regular phone calls and staff telling stories and giving activity ideas were placed on our Facebook pages and parents were directed to them.
  • Our family worker carried out a family fun activity group for Christmas inviting EYPP children and their parents to help show them how to make a variety of different crafts and the benefit of spending time like this with their children.
  • To help the children engage with books and to experience a show we invited Crazy Colin’s love of books magic show for the morning and afternoon children. This was an experience given to all the nursery children.
  • EYPP children also joined in with our flavour school programme that a member of staff had been trained to deliver. Encouraging the children to explore new food and textures and to develop their food vocabulary. Successes were photographed and parents were informed of the new foods their children were trying so they could be incorporated at home.  

Impact

I have no data to show the impact of these interventions as COVID 19 interrupted the year from March 2019 to end of June 2020 with the majority of our children leaving setting in March and not returning. However, I can report that between September 2019 and March 2020 the children widened their experiences and talked about what they had achieved after visits and activities. There was lots of engagement and cooking activities with small groups of 4 children who showed improvements in engagement, turn taking and sharing of cooking jobs. The children enjoyed the gardening planting some food but unfortunately did not get to harvest it. The flavour school sessions were very successful with children engaging with and trying new foods that they hadn’t previously encountered or chosen to eat. We sent photos home of the children completing activities and out on visits so they could share their experiences with home and talk about what they had done. Our facebook postings over COVID showed engagement from parents and children with likes and comments. We offered places in our nursery to children we felt were vulnerable in our sessions for key worker children and to those who we felt would benefit from being in nursery once nursery was able to open a little more widely at the end of June. This included some of our EYPP children.

Strategic Report 2020/2021

CLSummary Information
School Pastures Way Nursery School
Academic Year 2020/2021 Number of pupils eligible for PP 17 Total Estimated PP budget £4,781

 

Last Reviewed January 2021
Current Attainment of pupils eligible for PP
 

Children eligible for EYPP                             17 children Children not eligible for EYPP                     28 children
Baseline Autumn 2 Baseline Autumn 2
% below % at % above % below % at % at or above % below % at % above % below % at % above
CLL: Listening and Attention 41 59 18 53 29 39 43 18 22 32 46
CLL: Understanding 41 59 18 59 23 43 46 11 25 43 32
CLL: Speaking 59 41 29 59 12 43 50 7 32 43 25
PD: Moving and Handling 35 65 30 41 29 39 50 11 22 39 39
PD: Health and Self Care 41 59 18 59 23 36 61 3 25 32 43
PSED: Self Confidence and Self Awareness 24 76 18 59 23 39 43 18 11 46 43
PSED: Managing Feelings and Behaviour 59 35 6 30 41 29 57 32 11 36 28 36
PSED: Making Relationships 53 47 30 41 29 36 43 21 21 36 43
L: Reading 29 71 24 76 46 64 25 75
L: Writing 29 65 6 18 59 23 39 47 14 25 46 29
UW: People and communities 59 41 53 35 12 43 39 54 7

 

 

 

 

 

Specific Identified barriers to future attainment for pupils eligible for PP year 2020-2021
A Baseline data shows that all aspects of CLL, P- HSC, M-SSM, PSED- MFB and MR, are areas of the curriculum where the highest percentage of PP children joined the nursery achieving below age related expectations.
B Progress data – baseline data to Autumn 2 shows that a higher proportion of PP children than non PP children did not achieve age related expectations in UW-PW It also shows that PP children were not progressing as fast as non PP children in some areas of the curriculum in particular the areas of PD- MH, PSED- SCSA and UW-PC
C Many of the PP children do not have access to additional opportunities and experiences that allow children to talk, extend their thinking and problem solve.
D Many of the PP children, though not all, come from homes that find it hard to create a good home learning environment for a variety of reasons. This includes finding it hard to support a positive reading culture with not having easy access to quality books and reading environments. In some cases parental aspirations are low as is parental self-esteem.
E Some of our PP children are facing multiple barriers to learning including contact with social care, attachment difficulties, siblings with SEND, families managing anxiety, poor diet, financial difficulties, etc
F All of our PP children are affected by the present COVID climate with periods of time being in setting and other periods of time being at home. Key worker and vulnerable children have places in setting at times of lockdown and this includes many of our PP children. We offer places following assessment of need but not all families take offered places up due to COVID concerns.
Actions to address Identified barriers to learning including planned expenditure

 

Barrier to learning

 

Desired Outcome Chosen action and why Ensuring effective implementation Staff lead Cost Review
A and C Many of the PP children do not have access to additional opportunities and experiences that allow children to talk, extend their thinking and problem solve. Baseline data shows that all aspects of CLL, are areas of the curriculum where the highest percentage of PP children joined the nursery achieving below age related expectations. PP children make rapid progress in their speaking, listening and understanding skills over the year.

 

 

Provide a variety of motivational experiences over the year that meet the children’s interest and expose them to new experiences that they otherwise would not have experienced. To motivate the children and give them something exciting to talk about and engage with.

Experiences include live eggs, caterpillars, small animals coming to setting, forest school experiences,

Simple science experiments,

 

Use Talking Takes Off with regular intervention groups of identified children to develop their communication and Language skills. This programme is shown to improve children’s CLL skills.

 

Review data each term to see how well children are progressing.

Monitor experiences being offered as to the level of engagement and interest from the children.

 

 

 

 

 

 

 

 

 

Liz to be trained on Talking Takes Off. Look at current assessment data and information on the children to make sure intervention specifically targeted.

Look at progress data following the intervention.

 

 

 

 

 

 

 

Clare and Ayesher

 

 

 

 

 

 

 

 

 

 

 

 

 

Liz and ML

Live eggs – £420

Live caterpillars – £40

 

Small animals – £325 a day

 

Forest school burns kit and gloves £30

Materials for forest schools/natural thinkers outdoor activities £200

 

Science experiment equipment £50

 

£100 for any resources needed to support this

End of Spring Term 2021and End of Summer Term 2021

 

 

 

 

 

 

 

 

 

 

 

 

Following each group over the year

Barrier to learning

 

Desired Outcome Chosen action and why Ensuring effective implementation Staff lead Cost Review
B Progress data – baseline data to Autumn 2 shows that a higher proportion of PP children than non PP children did not achieve age related expectations in UW-PC It also shows that PP children were not progressing as fast as non PP children in some areas of the curriculum in particular the areas of PD- MH, PSED- SCSA and UW-PC PP children to make rapid progress in MH-PD, UW-PC and PSED SCSA Offer PD-MH experiences that will motivate and engage the children and also increase their awareness of people in the community. By choosing the experiences of cooking, art and woodwork the children will be developing their fine motor and gross motor skills and also finding out about the jobs people do Review data each term to see how well children are progressing.

Monitor experiences being offered as to the level of engagement and interest from the children.

Liz Woodwork materials

£ 800

 

 

Cooking ingredients

£ 200

 

 

Mosaic materials

£600

Clay for sculpture work. £20

 

Termly
D and E Many of the PP children, though not all, come from homes that find it hard to create a good home learning environment for a variety of reasons. This includes finding it hard to support a positive reading culture with not having easy access to quality books and reading environments. In some cases parental aspirations are low as is parental self-esteem.

Some of our PP children are facing multiple barriers to learning including contact with social care, attachment difficulties, siblings with SEND, families managing anxiety, poor diet, financial difficulties, et

PP Parental expectations of their children improve and parental self-esteem improves. Mindfulness sessions offered to the parents of EYPP children to help parents build strategies that they can use in the moment to stay calm and to build their self-esteem. Include sessions on how to find space for you and how to find time and space to share a book or do an activity in a busy home.

 

Children’s achievements shared regularly with home so families can share in their children’s accomplishments and recognise what they can do. Things to share for example would be if they shared with a friend or they learnt to pedal a bike today,etc.

 

Discuss with family worker and set a timetable for sessions and a flyer to engage parents and their children. Check in that mindfulness sessions have been organised and how they are going. Check flyers have gone out and level of take up.

 

 

Set the expectation with staff that achievements will be shared with parents, on a weekly basis. Review how the parents are responding to this in discussion with team leaders

 

 

 

 

FW

 

 

 

 

 

 

 

 

 

 

Clare and Ayesher

N/A

 

 

 

 

 

 

 

 

 

 

N/A

 

 

After each mindfulness group is run.

Half Termly.

 

 

 

 

 

 

 

Termly

Barrier to learning

 

Desired Outcome Chosen action and why Ensuring effective implementation Staff lead Cost Review
D Many of the PP children, though not all, come from homes that find it hard to create a good home learning environment for a variety of reasons. This includes finding it hard to support a positive reading culture with not having easy access to quality books and reading environments. In some cases parental aspirations are low as is parental self-esteem. PP Children make increased progress in reading. So percentage of children achieving below age related expectation in reading reduces more rapidly and more in line with non PP children. A visit to the library with parents and their children where parents can sign up to borrow books. Including a story session at the library. So parents have access to a wide variety of books and are exposed to how to create a book sharing time at home.

 

Loan system created from nursery for books and story bags with an isolation period for book returned to setting

More copies of the key texts bought for children to borrow to reinforce nursery learning and to increase access to familiar books for the children in setting and at home

Groups run by our family working supporting identified PP children not making reading progress to work with their parents making story and rhyme sacks for them to use at

home based around traditional tales. Parent and child learning together is an approach that is proven to work

Make invitation exciting for children and parents and take account of parental circumstances to maximise engagement Review data to see if progress is being made.

 

Check in with parents to see if they are accessing the library

 

Check books are being accessed for home and that they are easily accessible for children to choose from. Discussion with ML and see list kept of books on loan.

 

Check story engagement with staff in session and access to books in the setting

 

Identify children not making reading progress and invite their families in to work with Maria having a story time. Make a story bag for home with props to tell stories.

 

Liz/Maria

 

 

 

 

 

 

 

 

 

MLT

 

 

 

 

 

 

SLTMLT

 

 

 

Maria

N/A

 

 

 

 

 

 

 

 

 

Books £ 800

 

 

 

 

 

 

 

 

 

 

Story bag equipment £ 300

 

 

 

Summer Term 2021

 

 

 

 

 

 

 

 

Half Termly

 

 

 

 

 

 

 

 

 

 

Summer 2021

Barrier to learning

 

Desired Outcome Chosen action and why Ensuring effective implementation Staff lead Cost Review
Story sacks and rhyme sacks created by staff to use in focused sessions and across the continuous provision. These are shown to increase the children’s engagement both at focused sessions and when engaging with stories and rhymes in the continuous provision.

 

Reading areas with motivational books in covering a variety of genres and meeting the interests of the PP children. Poetry, non fiction, interactive books, fiction, texts with repetition, rhyme, etc

 

 

 

Phonics reading scheme books available both in the classroom and to take home for children

who are starting to read

 

 

 

 

Daily focused Literacy groups that run daily to immerse children in a story over two weeks with activities supporting this in the continuous provision

 

Sacks made to be checked by MLT so they are of a good educational standard and will be engaging for the children.

Engagement of the children with the sacks monitored and adult engagement.

 

 

 

 

ECCERS used to identify any development areas needed. These areas to be addressed by MLT

Check that identified areas are addressed. Monitor engagement of the children in these areas and progress in reading

 

Reading scheme books to be used with children beginning to read. Monitor that these books are being shared with these at nursery and are being taken home by identified children.

 

Staff trained on planning for these groups.

Literacy observations to monitor effectiveness of plans and engagement of the

 

 

 

 

SLT

 

 

 

 

 

 

Launa

Liz

 

 

 

 

 

 

 

 

Liz

 

 

 

 

 

 

 

Launa Liz

See story sacks money allocated

 

 

 

 

 

 

 

 

 

See books money allocated

 

 

 

 

 

 

 

 

Reading scheme books £300

 

 

 

 

 

 

See books money allocated for multiples of texts.

Spring 2021

Summer 2021

 

 

 

 

 

 

 

 

 

Autumn Term 2020

Spring 2021 Summer 2021

 

 

 

 

 

 

Summer 2021

 

 

 

 

 

 

 

Termly

Barrier to learning

 

Desired Outcome Chosen action and why Ensuring effective implementation Staff lead Cost Review
and focused vocabulary and reading objectives taught

 

 

Phonics delivered to children on a daily basis in literacy groups and in the continuous provision. Children grouped by phonics ability and phonics groups run daily. Phonics is shown to be successful at teaching children to read and write. Groups run for all abilities.

 

children with the learning.

Progress data reviewed.

 

 

Children identified and grouped by phonics need – support, core, and extension, aspirational. Phonics monitored through observation in continuous provision and focused sessions and on planning

 

 

 

 

Liz Launa

 

 

 

 

Summer 2021

F All of our PP children are affected by the present COVID climate with periods of time being in setting and other periods of time being at home. Key worker and vulnerable children have places in setting at times of lockdown and this includes many of our PP children. We offer places following assessment of need but not all families take offered places up due to COVID concerns.

 

 

PP children to continue to make good progress over COVID lockdown periods or necessary isolation periods. Home learning packs to be sent home so children have access to resources and activities to continue to progress their learning. Particularly linked to areas of the curriculum PD-MH and PSED SCSA as identified in progress barrier B On weekly phone calls check in with the parents on how the children are getting along with the packs. Review data to see how the children are progressing in identified areas Liz

Phone class allocated out to FW and ML

Activity packs £ 225 Spring 2021
Barrier to learning

 

Desired Outcome Chosen action and why Ensuring effective implementation Staff lead Cost Review
A Baseline data shows that PSED- MFB and MR, are areas of the curriculum where a high percentage of PP children joined the nursery achieving below age related expectations

 

PP children to make rapid progress in PSED MFB and MR Work on feelings through mindfulness sessions with PP children to aid self-regulation.

Using signs for feelings and feelings activities with identified PP children supporting them to be able to label their feelings, recognise feelings in others and apply the mindfulness strategies they have learnt in the moment. These strategies are shown to work if consistently applied

Support relationship building with identified PP children. Create focused turn taking activities with their chosen peers and paired and small group sessions. These method are shown to help children develop their social skills

 

Monitor that work with the identified children is happening.

Data and observation of the children to show if strategies are effective.

Maria N/A Half Termly – Summer Term 2021
Baseline data shows that P- HSC, is an area of the curriculum where a high percentage of PP children joined the nursery achieving below age related expectations

 

 

 

 

 

PP children to rapidly become independent in self help skills such as putting on their coat, shoes, boots, feeding themselves   and toileting Identified children to have toilet training pack sent home to parents after discussion.

Toilet training workshops to be offered by family worker.

Expectation that children will do things such as hang their coat up for themselves sensitive support and encouragement given. Praise for achieving a skill.

Monitor progress in toilet training. Check in with parents on how its going and provide more advice if needed.

Observation of staff and their encouragement of self help skills.

Monitor progress data, observations of the children

Maria N/A Termly