The aim of the Early Years Pupil Premium is to close the gap between children from disadvantaged backgrounds and other children by providing additional funding to settings such as ours, therefore providing the opportunity to raise the quality of provision we offer.
All children aged three and four (not two year olds), who meet the eligibility criteria will benefit from the funding. This funding is paid directly to us on an hourly rate basis, linked to claimed hours for entitled children. In order to be able to claim this funding we require parents to sign the funding agreement which asks for details of parent’s date of birth and National Insurance number. You will be informed by a letter from the Cambridgeshire County Council if you are eligible.
Which three-and four-year-olds will be eligible for the EYPP?
A child will be eligible for the EYPP if they:
Are in a low-income family and their parents are in receipt of benefits (one or more), for example, Child Tax Credit and Income Support;
Have been adopted from care;
Have left care through special guardianship;
Have been looked after by the local authority for at least the span of one day;
Are subject to a child arrangement order.
As an Early Years setting we have the freedom to choose how we spend the money to best support eligible children in our care. We consult with individual parents to decide how best the pupil premium funding will meet the needs of their child. We monitor and evaluate the impact the funding has had. Our pre-school can use the additional funding in many ways. We may for example:
Create ‘Home/Setting’ lending bags and boxes.
Buy in any specialist services to support families and children (this includes the cost of staffing such events), such as, healthy cooking, parenting classes and information awareness sessions.
Increase staff hours to allow us to provide additional child:adult ratios.
Purchase additional resources to promote a particular area of learning for an individual child.
Measuring the impact of the EYPP.
We are continually reviewing the data we collect on children’s attainment and refreshing our strategies to support children who are falling behind or in danger of doing so. The practical ideas that are implemented on a daily basis are only a few of the strategies used and their success can be monitored through the data. However, there are other ways that we measure and monitor the impact we have on families. These are:
Informal conversations at the start or end of a day or at home learning sessions
Parent feedback forms provided with children’s Learning Journals;
Formal consultations and at committee meetings
Evaluation after the implementation of the Common Assessment Framework (CAF’s);
Conversations with professionals we work alongside to support families;
Feedback from feeder primary schools;
8. Every Child a Talker (ECAT) data