Early Years Pupil Premium Strategy 2021-2022

Pupil Premium Funding is additional funding used for those children who are considered to be at a disadvantage. These children are pupils who either claim or have claimed free school meals at any point in the last six years (referred to as Ever 6 children) and pupils in care (referred to as LAC – Looked After Children) or who left care through adoption or another formal route. National figures show that these groups of children do not achieve as well as their peers academically and the Pupil Premium Funding enables schools to put additional support in place in order to address any inequalities. All schools are tasked to diminish the difference between disadvantaged children and others in terms of attainment.

For the academic year 2021-22 we have 33 children who will receive Pupil Premium Funding.

Barriers to learning in our setting include the following:

  • Attendance
  • Limited or ‘sketchy’ support at home
  • Learning difficulties or SEND
  • Language / EAL
  • Behaviour

At Lillian de Lissa Nursery School our philosophy and approach is child-centred and child-led. If children are highly engaged and motivated to learn, then deep level meaningful learning will occur for our children. 

Lorna Rose, our artist is residence works with our identified pupil premium children. As soon as children turn 3, the office team checks for eligibility of pupil premium which enables families to claim free school meals as well as having extra targeted intervention work for their child.

Lorna observes and explores where the children’s interests and fascinations are and leads on targeted intervention work with them. Deputy Head Teacher Sally Appadu analyses the assessment data on a regular basis and this informs of any gaps in the prime or specific areas of learning that need addressing. 

This provision is in continuous review but is formally investigated on a termly basis. 

 

P.P 20-21

Last academic year an Early Years Pupil Premium intervention was designed to fit with the evolving situations due to Covid 19, which at some points affected attendance and accessibility for all children.

Using the data processed by Target Tracker a collection of boxes were created to address specific attainment gaps. They included a basic pack of tools and equipment - pencils, paper, glue, scissors, string, and a wide range of open-ended materials aimed at the particular area of learning. For example, a mathematics box had multiples of open ended materials, a ruler, different scale objects, geometric shapes, grids and number lines to support the child in a play-based learning investigation.

This intervention took place in school supported by Lorna or when necessary, at home using UTube videos for parents and children showing ideas on how to engage with the materials.

 

 

Pupil Premium -    Standards and Progress Report  December 2020 

Autumn 2

CLL

PD

PSED

LIT

MATH

UW

EAD

Age related and above

PP

65% (11)

NPP 72% (18)

 

PP

82%(14)

NPP 88%

(22)

PP

65% (11)

NPP 80%

(20)

PP

52% (9)

NPP 60%

(15)

PP

41% (7)

NPP 56%

(14)

PP

29% (5)

NPP 60%

(15)

PP

71% (12)

NPP

79%

(20)

Below age                        related

PP

35% (6)

NPP

 28%

(7)

PP

18% (3)

NPP

12%(3)

PP

35% (6)

NPP

20% (5)

PP

47% (8)

NPP

40% (10)

PP

59% (10)

NPP

 44% (11)

PP

71%(12)

NPP

40% (10)

 

PP

29% (5)

NPP

21% (5)

Autumn 2 2020

  • The differences between pupil premium and non pupil premium children continue to be significant in some areas however, the gap between pupil premium and non pupil premium has narrowed within a term.
  • In PSED the gap has narrowed by 35%, UW 11% and in Maths 18%. When compared to the baseline attainment. This demonstrates that intervention work with pupil premium children is having a positive and substantial impact.
  • The majority of pupil premium children are working at age related expectations or above in  CAL, PD, PSED and EAD.
  • The majority of pupil premium children are working at below age related expectations in Maths and Understanding of the World.
  • Pupil progress meetings to focus on narrowing the gap within these groups of children from Autumn1- Autumn 2 . This will be a continued focus during the spring term

 

Pupil Premium–  Pupil Premium 16   Non Pupil Premium 23

SUMMER 2

CLL

PD

PSED

LIT

MATH

UW

EAD

Age related and above

PP

75% (12)

NPP 74% (17)

 

PP

93%(15)

NPP 91%

(21)

PP

81% (13)

NPP 78%

(18)

PP

63% (10)

NPP 78%

(18)

PP

63% (10)

NPP 78%

(18)

PP

56% (9)

NPP 78%

(18)

PP

75% (12)

NPP

78%

(18)

Below age                        related

PP

25% (4)

NPP

 26%

(6)

PP

7% (1)

NPP

9%( 2)

PP

19% (3)

NPP

22% (5)

PP

37% (6)

NPP

22% (5)

PP

37% (6)

NPP

 22% (5)

PP

44%(7)

NPP

22% (5)

 

PP

25% (4)

NPP

22% (5)

Summer 2 2021: 

  • Literacy and Understanding of the World have the widest gaps between pupil premium and non pupil premium children
  • Literacy: Those children who are still working at below age related expectations didn't attend nursery during the Spring Term or were identified as having special educational needs
  • Understanding of the World: Those children who are still working at below age related expectations didn't attend nursery during the Spring Term or were identified as having special educational needs
  • Systematic and targeted intervention work in the summer term has had a positive impact. Pupil premium learning boxes have played an instrumental role in this success.

 

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