Early Years settings receive the Early Years Pupil Premium (EYPP) for each child they have that meets the criteria set by the Government. We have to show that we have used the money to help disadvantaged children by, for example: improving the quality of their setting; training staff to be more able to support children with extra needs; or provide resources and interventions that help children to catch up.
We have claimed the EYPP for all 3 and 4 year old children at Appletree whose parents receive certain benefits, for example Universal Credit or Income Support, or for children who are in care,
|Impact of funding|
|The data of children’s progress was used to measure the impact of how the EYPP funding was used to improve attainment.
EYPP Children’s levels of progress were compared against those NOT in receipt of EYPP funding. Impact was demonstrated that EYPP children progressed better than their peers in all but 2 areas of EYFS.
The EYPP Report shows that EYPP funded children who received additional input have performed better that the non EYPP cohort in all but two areas where the gap was insignificant (less than 10 %)
Early Years Pupil Premium strategy 2018-19
|Early Years Pupil Premium Allocation for 2018-19|
|EYPP funding is allocated to the school termly following the information provided by parents to the school being checked by the Local Authority for eligibility. Funding amounts are usually confirmed about half way through each term.|
|Barriers to Educational Achievement|
|We know that high quality early years provision, with a strong focus on the Prime Areas of Learning, is crucial for all pupils but particularly those who have experienced disadvantage in early life. We will use the EYPP funding to support identified pupils to make good progress whatever their starting points.
As our numbers of children eligible for EYPP funding have been relatively small this year, we consider all children on an individual basis, identifying any barriers to learning and provide plans to support these children accordingly.
Common barriers which have been identified are:
· Communication and language difficulties
· P.S.E., Behavioural and emotional issues
· Turbulent or changing family circumstances