This statement details our school’s use of pupil premium funding to help improve the attainment of our disadvantaged pupils.
It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the outcomes for disadvantaged pupils last academic year.
Detail
Data
Number of pupils in school (6 months – 4+yearls old)
October 2022/January 2023/April 2023
Approximately110-135 dependent on term
120/128/awaiting
Proportion (%) of pupil premium eligible pupils, aged 3 and 4 only October 2022/January 2023/April 2023
53 / 74 / awaiting
44%/ 38% / awaiting
Academic year/years that our current pupil premium strategy plan covers
2022-23
Date this statement was published October 2022
Updated January 2023
Date on which it will be reviewed
April 2023
Pupil premium lead
Headteacher
Governor / Trustee lead
Chair
Detail
Amount
Pupil premium funding allocation this financial year (Estimated)
Total predicted £7,264
Recovery premium funding allocation this academic year
£0
Pupil premium (and recovery premium*) funding carried forward from previous years (enter £0 if not applicable)
£0
Total budget for this year (Estimated)
£7,264
We aim to ensure children entitled to EYPP funding have regular extra access to high quality teaching, either in small groups or one to one situations to accelerate their progress in order to achieve attainment similar to their peers, particularly in Communication and Language, Reading and PSED. In addition, we want to provide them with experiences they may not otherwise have access to such as music sessions with a professional musician in order to encourage attendance and further improve attainment in the key areas mentioned through improved mental health, well-being and confidence as their participation in these experiences increases.
Although our EYPP strategy focuses on our disadvantaged children according to the EYPP criteria based on household income levels it will also benefit all our children in this age range. As well as progress and attainment data evidence will also take the form of observations of individual children, their learning and comments, where appropriate. Their attendance will also be monitored and strategies put in place where this is low.
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
Challenge number
Detail of challenge
1 On the whole fewer preschool learning experiences outside nursery, especially since the Pandemic
2 For many, lower communication and language, PSED and reading starting points than peers
3 For many lower PSED starting points than their peers
4 For some lower attendance than their peers
This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.
Intended outcome
Success criteria
To offer children, in receipt of EYPP, regular language activities to develop communication and language, self-esteem, self-regulation and social skills facilitated through an extra member of staff in the Classroom. To include the LEAP.
Children’s progress in C and L /PSED and Reading will in line with their peers by the time they go to school.
To offer music sessions with a professional musician for a term in order to widen children’s experiences, develop communication and language, self-esteem and self-regulation and social skills. It will also cover reading skills.
Children will have the experience of working with a musician over a term to help encourage regular attendance and encourage progress in the aspects of learning above.
To offer children the enrichment activities of hatching chicks form eggs and observing caterpillars change into butterflies. Children will have 2 real time life experiences over several weeks which they might not otherwise have.
Children’s vocabulary, verbal and drawn observations, discussion and thinking skills will be developed to ensure the above. These activities will also encourage regular attendance.
This details how we intend to spend our pupil premium funding this academic year to address the challenges listed above.
Budgeted cost: £5,864 (LEAP training and contribution to a full time wage)
Activity
Evidence that supports this approach
Challenge number(s) addressed
Training of team to use the LEAP /Contribution towards employment of a member of staff to enable weekly small group/one to one language and social skills games as well as support children with SALT and SEND targets
The Language Enrichment Activity Programme is a long standing and respected approach to systematic language development that will be carried out weekly by the room team after initial assessment for children who need it. Children will then be reassessed at the end of a period of work so progress is measurable.
Having an extra member of staff in the room to enable facilitation of group/one to one work makes a difference to the teaching offered to children who need regular targeted support. It therefore aids more progress. Phonics sessions are provided for those who are ready instead of language development groups.
2 / 3
Budgeted cost: £ 1000
Activity
Evidence that supports this approach
Challenge number(s) addressed
Music sessions with professional musician
Our musician is trained in supporting children with SEND/ communication and language difficulties. He is also used to developing confidence and participation over time of both children and families. He is able to teach the building blocks of music which may lead children into a lifelong love of music. He also upskills the staff in their music delivery approach. Reading and learning songs/recording our own compositions form part of this programme.
1/4
Budgeted cost: £ 400
Activity
Evidence that supports this approach
Challenge number(s) addressed
Hire of eggs, incubator and pen
Children and their families have been very keen to watch the day to day progress of the eggs to chicks and caterpillars to butterflies and are therefore more likely to attend consistently during this period. There is also a wealth of communication and language work around these experiences not to mention empathy, caring for living creatures and social skills. Pre reading and reading is encouraged throughout.
1/4
Purchase of 30 caterpillars and food kit
Total budgeted cost: £ 7264
From last year this evidence shows how these strategies supported children.
Comparison of children entitled to EYPP funding (17) compared to whole cohort of children (41) who went to school in September 2022
24% of the EYPP group had SEND compared to 17% of the whole cohort and 47% of the EYPP group had EAL compared to 39% of whole cohort.
The table below shows the percentage of the EYPP group who made expected or more progress compared to the whole cohort in these aspects of learning
L&A
U
S
MR
SofS
UF
EYPP group
65%
-1%
77%
+6%
82%
+6%
77%
+1%
94%
+21%
88%
+5%
Whole cohort
66%
71%
76%
76%
73%
83%
. All children benefitted from weekly music sessions with a musician but the children entitled to EYPP were also offered extra singing, listening and moving to guitar and violin music and learning basic skills of early music through the use of percussion instruments including pulse, rhythm, pitch, tempo, dynamics, timbre, texture, structure and even notation. We keep observations and record attendance data.
Families and children visiting the incubator, then chicks daily to watch/record developments and talk to each other/peers about what they saw.
They then did the same with the tiny caterpillars as they watched their metamorphosis into butterflies before releasing them in the garden. We keep observations and record attendance data.
Please include the names of any non-DfE programmes that you used your pupil premium (or recovery premium) to fund in the previous academic year.
Programme
Provider
For schools that receive this funding, you may wish to provide the following information: How our service pupil premium allocation was spent last academic year
The impact of that spending on service pupil premium eligible pupils
Use this space to provide any further information about your pupil premium strategy. For example, about your strategy planning, or other activity that you are implementing to support disadvantaged pupils, that is not dependent on pupil premium or recovery premium funding.
