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Early Years Pupil Premium 2017-18

What is Early Years Pupil Premium?

Early Years Pupil Premium is additional funding provided since April 2015 to Early Years settings, such as our Nursery School. The funding is an addition to main school funding in order to close the achievement gap and diminish educational difference between children from disadvantaged backgrounds and other children.


Early Years Pupil Premium funding is paid directly to the school on an hourly rate basis, linked to claimed hours for entitled children. The annual value for a 15 hour place over a full year is just over £300.


Parents of 3 and 4 year olds (not 2 year olds) need to meet at least one of the following eligibility criteria in order for their child to benefit from the Early Years Pupil Premium:

·         Income Support

·         Income – based Jobseekers Allowance

·         Income - related Employment and Support Allowance

·         Support under Part IV of the Immigration and Asylum Act 1999

·         The guaranteed element of State Pension Credit

·         Child Tax Credit (provided they’re not also entitled to Working Tax Credit and have an annual gross income of no more than £16,190)

·         Working Tax Credit run-on, which is paid for 4 weeks after they stop qualifying for Working Tax Credit

·         Universal Credit


·         Child has been adopted from care in England and Wales

·         Child has left care through special guardianship order or residence order in England or Wales

·         Child has been looked after by the local authority for 1 day or more

·         Child is subject to a child arrangement order.


Please note: In order to be able to claim this funding we require parents to give details of their date of birth and National Insurance number.


Early Years Pupil Premium Allocation 2017-18

Basis of Funding

Eligible Children

2017-18 Allocation

Funding per child = £302.10

(38 weeks x 15 hours per week @ £0.53 per hour)


20 children x £302.10



How will Pembury provide for children eligible for the EYPP?

As a Nursery School we have the freedom to choose how we spend the money to best support disadvantaged children in our care. Pembury House Nursery School will use the additional funding to buy in specialist Music and Art staff.


Children in receipt of Early Years Pupil Premium receive additional support twice weekly, from our artist in residence in our nursery once a week.



In 2016-17 the nursery school and children’s centre built on the previous successful project model used for the development of sustained shared thinking and problem solving, as well as developing language skills, led by a Resident Artist.  Once a week Cath came into the nursery to undertake projects, including work around photography and creative projects – this included investigating materials, exploration of reflective materials and lights and shadows. We used the ‘atelierista approach’, from Reggio Emilia, this is a person who is an Early Years Educator with a background in the arts and is responsible for creating different projects to introduce new concepts to the children, spark their curiosity and creativity and establish a new explorative way of learning.


We also worked with Sonya Prentice, a music teacher, who came into the nursery one day a week.  She held sessions with all of the children, where they were invited to explore different instruments and the sounds they could make.  The children explored different pitches, tempos, timbres, and dynamics, as well as developing their language skills through the use of song and rhyme.  Children developed their movement skills through dance and moved their bodies in response to music.



We expect less funding in 2017-18 and so the intervention that will continue will be with Cath Rives, our artist in residence. She will plan sessions that can be accessed by all children, but which target children eligible for EYPP specifically.


How will we measure the impact of the EYPP?

·         We use a data tracking system to track children’s progress called Target Tracker. Progress and Impact evidence can be found in:

·         Tapestry - Children’s electronic Learning Journeys

·         Learning Stories

·         Talking and Thinking learning documentation books

·         Classroom displays that document learning

·         Staff impact questionnaires completed at the start and end of projects


Analysis of Early Years Pupil Premium 2016-17


Early Years Pupil Premium Allocation 2016-17

Basis of Funding

Eligible Children

2016-17 Allocation

Funding per child = £302.10

(38 weeks x 15 hours per week @ £0.53 per hour)




21 children x £302.10 = £6,344.10


Aim / intended outcome?

Who will lead?

Resource Cost?

Work with a musician to develop the communication and language skills, early phonics and early number skills

Sonya Prentice



Work with a creative artist to develop

sustained shared thinking and problem solving skills during high quality adult – child interactions

Cath Rive




·         Children’s progress from entry to their progress in the second summer term in the nursery was analysed using the database system Target Tracker. This analysis showed that from the cohort of 63 children, 17 (27%) children entitled to EYPP remained with us at final track. 

·         From entry data 2 children from the EYPP group were working at age related expectations.  Analysis of summer data showed that 13 children (76%) had met age related expectations.

·         The ‘steps’ of progress were also analysed – this showed that 86% of children (16 children) had made the ‘typical’ 3 steps of progress in all areas of the curriculum, and of these, 53% of children (9) have made better than expected steps of progress, which was 4 or more steps in all areas of the curriculum. The remaining child had made 2 steps of progress (14%).

·         This shows the positive impact the interventions had in regard to children’s attainment and progress. The achievement gap was narrowed and difference diminished in the nursery.

·         Children developed their critical thinking skills, and their emotional well-being was catered for. There was also a marked improvement in children’s communication and language skills.  The development of these skills led to an improvement in the children’s abilities, as a holistic approach was adopted in our work with the children.