Ightenhill Nursery School

Welcome to our new website. All pages are currently being updated. If you require any information, please contact nursery.

Lionel Street, Burnley, Lancashire, BB12 6DY

01282 427154

head@ightenhill-nur.lancs.sch.uk

Welcome to our new website. All pages are currently being updated. If you require any information, please contact nursery.

Early Years Pupil Premium

EYPP Governor

Our EYPP governor is Mrs. Julie Spencer.  Mrs. Spencer regularly visits nursery to look at how we are using the EYPP allocation and the impact it is having on eligible and other children.

Early Years Pupil premium

From April 2015, nurseries, schools, childminders and other childcare providers will be able to claim extra funding through the Early Years Pupil Premium to support children’s development, learning and care.

National data research tells that children eligible for free school meals tend to do less well, for example in 2014 45% of children eligible for free school meals achieved the expected level at the end of the early years foundation stage compared with 64% of other children. The Early Years Pupil Premium is to provide us with extra funding to close this gap.

The Early Years Pupil Premium provides an extra 53 pence per hour for three and four year old children whose parents are in receipt of certain benefits or who were formally in local authority care but who have left care because they were adopted or were subject to a special guardianship or child arrangements order. This means an extra £302 a year for each child taking up the full 570 hours funded entitlement to early education. This additional money could make a significant difference to us.

 

aims

At Ightenhill Nursery School, we have high aspirations for all our children and strive to ensure that each child reaches their full potential. In order to achieve this, early identification of barriers to learning is of paramount importance. We therefore identify any barriers and then plan how to overcome these, provided targeted, personalised learning ensuring children make rapid progress in order to ‘narrow the gap’. We recognise that not all pupils who are socially disadvantaged qualify for EYPP. We therefore ensure that the funding also supports any children who are in need of intervention to overcome barriers to learning.

All our work is aimed to accelerate progress to reduce the attainment gap, particularly in the prime areas of the EYFS curriculum, to improve attendance and to work closely with parents to support and work in partnership in their child’s learning.

2016/2017

The main barriers to educational achievement faced by eligible pupils were:

  • Delayed speech and language
  • Communication skills
  • Personal social and emotional needs
  • Experiences

For the year 2016/2017 the allocation for EYPP was £3609.30 This was used for:

  • WELCOMM Intervention (speech and language intervention)
  • Weekly Forest School Sessions
  • 1:1 support
  • Play Therapy for children with behavioural and emotional needs.
  • Experiences/ visits to nursery

Impact

By the time the Reception 2017 children had left nursery, the attainment gap had reduced in all areas of learning due to EYPP children making more rapid progress in each area.

WELLCOMM assessments: On entry 70% of children were below the expected level for their age. On exit 80% of children were working at a level typical or above for their age.

 

2017/2018

The main barriers to educational achievement faced by eligible pupils are:

  • Delayed speech and language
  • Communication skills
  • Personal social and emotional needs
  • Experiences
  • Attendance

In order to address these barriers, the funding allocation will be used for:

  • WELCOMM Intervention (Speech and Language)
  • Weekly Forest School Sessions
  • 1:1 support
  • Play Therapy for children with behavioural and emotional needs.
  • Parent sessions/workshops
  • Pupil and family support
  • Experiences/ visits to nursery

 

Ightenhill Nursery School will measure the impact and effect of the expenditure by:

  • Tracking and analysing assessment data.
  • Using WELLCOMM assessments to measure children’s progress in speech and language development.
  • Use forest school assessments at the start and end of each block to measure children’s progress and the impact of the sessions with regards to Personal, Social and Emotional Development and communication and language.
  • Use of monitoring and observations of the intervention sessions.
  • Use attainment and progress data to identify how the allocation has also had an impact on eligible and other pupils.

 

If you require any further information or would like to see some of our interventions in action, please do not hesitate to contact me.

Mrs. Daniels-Green