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EYFS Pupil Premium

EYFS Pupil Premium 2016/17

1.   Summary information
School East Dene Primary FS1
Academic Year 2016/17 Total PP budget £2 727 Date of most recent PP Review n/a
Total number of pupils 28 Number of pupils eligible for PP 9 Date for next internal review of this strategy March 2017

 

2.   Current attainment
Attainment for: 2016-2017 Pupils eligible for PP (in FS1) Pupils not eligible for PP (in FS1)
% achieving age related in CLL(Speaking ) (44% out of 9 PP)

(14% out of 28 children)

 4children

7% ( out of 28 children)

2 children

% achieving age related in PSE (managing feelings and behaviour) 0% 0%
% achieving age related in Writing 33% ( out of 9 PP)

1.5% ( out of 28 children)

3 Children

7% ( out of 28 children )

2 children

 

3.   Barriers to future attainment (for pupils eligible for PP, including high ability)
 In-school barriers (issues to be addressed in school, such as poor oral language skills)
A.     Poor CLL skills.
B.     Poor PSE skills.
C. Attendance.

 

External barriers (issues which also require action outside school, such as low attendance rates)
D.

 

 

Lack of experiences

Limited parental interactions.

 

 

4.   Desired outcomes  
  Desired outcomes and how they will be measured Success criteria  
A.     Children to be able to communicate their needs and feelings.

Children to become more able to interact in the setting and to be more confident to communicate their thoughts and ideas to others.

Children to reach expected levels if not above in CLL. ( 30-50 months secure )

Children use talk to connect ideas, explain what is happening and anticipate what might happen next, recall and relive past experiences. (30-50 months)

Children will Question why things happen and give explanations. (30 – 50 months).

Children will build up vocabulary that reflects the breadth of their experiences. (30-50 months).

 
B.     Children to be able to talk about their feelings in a controlled way and acknowledge that problems can be solved.

Children to reach expected levels if not above in PSE. ( 30-50 months secure)

Children will begin to accept the needs of others and take turns and share resources, sometimes with support from others. (30-50 months).

Children will adapt their behaviour to different events, social situations, and changes in routine. (30-50 months)

Children will retain more friendships with their peers and adults.

 
C.     The attendance of PP children improves. Reduce the number of persistent absentees among pupils eligible for PP

The attendance officer within school to monitor this.

Attendance for the children is in line with national at 96%

 
D.     The children use more language gained by quality first hand experiences. Parents have a better understanding of the importance of sharing experiences with children and incorporating lots of language.

Parents / Carers to have a better understanding of how the EYFS curriculum is delivered.

Parents / Carers to have a better understanding of the importance of their child’s language acquisition and how to help them achieve this.

Children will incorporate the language they have gained during home experiences within their self-chosen activities and small group learning sessions.

Children will begin to make links between home and school within their learning.

Children will incorporate the language they have acquired into their learning.

Parents will have a better relationship with school and a better understanding of their child’s learning / language acquisition.

 
         

 

 

5.   Planned expenditure
Academic year 2016/17
The three headings below enable schools to demonstrate how they are using the pupil premium to improve classroom pedagogy, provide targeted support and support whole school strategies.
    i.   Quality of teaching for all
Desired outcome Chosen action / approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation?
Children are able to communicate their thoughts and ideas with confidence and become involved in two way conversations with both adults and their peers.

Children to begin to use more language in role play and story-telling activities which will then transfer into their writing as they progress.

 

 

 

 

Family learning sessions based around quality experiences involving lots of talk and new vocabulary. Parents will be encouraged to be become involved in the experiences with their children.

Talking table sessions are to take place on a weekly basis.

Quality continuous provision activities to be provided to build on and enhance children’s experiences. (These to be taken from the children’s interests.)

Communication friendly spaces to be set up throughout the setting.

 

 

After looking at the MAG it was highlighted that the majority of our pupil premium children enter our setting with poor communication and language skills and PSE skills. We wanted to give the children quality experiences to broaden their vocabulary not just within the setting but at home. This led to our decision to run a six week course of fun activities where parents / carers are invited to join us. The PP children and their families can then build on these experiences at home. Dates have been set for fun family learning sessions where parents/carers have been invited into school to work with their children.

The staff delivering the family learning sessions have built up good relationships with parents. They are experienced members of staff who understand the needs of the children.

Interaction between adults and children will be modelled during the sessions including the strategies used to build on and enhance the child’s language acquisition.

Resources are being purchased to run the talking table’s sessions. Experienced staff will be delivering the sessions.

 

Sue McMichael / Anna Wheeler Spring 1 MAG data.

 

 

 

 

 

 

Summer 1  MAG data for second session.

Children will be more able to resolve issues with their peers as they arise.

Children will be able to control their feelings and understand that problems can be resolved.

PHSE and circle time lessons are regular. Circle time allows a child to share anything that is on their mind and seek support or advice from children and adults in the room. It equally allows adults in the room to address issues that may have risen within the classroom. It creates an emotionally safe ethos in the classroom and encourages children to share their thoughts, fears or worries. This will mean the teacher will become aware of concerns early on allowing them to act before they become a catalyst for anger.

 

Weekly PHSE lessons.

Children to be made aware of the class ethos’.

Twice weekly circle time sessions to allow children to talk about their worries and allow adults to facilitate addressing them.

Weekly PHSE sessions allow the adults to facilitate the introduction of new concepts and problems for the children to solve.

Sue McMichael / Sarah Avery Spring 1 mag data.
The attendance of PP children improves

 

The schools attendance officer will monitor children who are persistently absent from school.

Awards are given to children who have good attendance.

Parents are given half termly updates of their child’s attendance percentage.

Children who attend school regularly without constant absences make more progress. Evidence shows that children who attend school make better friendships, take ownership of their learning and are more confident. Attendance will be monitored half termly.

Absences will be addressed immediately.

Parents will be contacted if their child has persistent absences.

Certificates / awards will be given for good attendance.

 

B Turner Spring 1
Parents will offer their children quality experiences.

Parents will understand that children can engage in quality experiences and the cost of these experiences can be minimal.

Topics will interest all children and especially PP children.

They will include Fun days and showcasing their achievements for parents.

Children’s interest will be reflected in termly topics.

When a child cares about the topics learned and their purpose this can be a hook to want them to come to school.

Fun days and exciting activities throughout the term will ensure the children want to come to school.

Our PP children enjoy hands on activities, outdoor learning and shared learning with parents.

Half termly activities are displayed on the website.

Fun days will be shared with the children and parents as something to look forward to.

Exciting activities in the continuous provision will be available daily and changed regularly.

Weekly learning will be accessible to parents on the website.

J Vickers Spring 1
   ii.   Targeted support
Desired outcome Chosen action/approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation?
Children will quickly pick up new language and will be able to incorporate this into their learning.

Children will become more involved in conversations with adults and peers both one to one and in goup situations.

Family learning sessions.

Talking tables intervention

Quality continuous provision.

Communication friendly spaces.

Children who are fluent talkers will then go on to be fluent writers. When children have access to language rich experiences they begin to excel in their language acquisition. This then transfers into other areas of their learning.

 

The family learning sessions will run for 6 weeks. The sessions will be delivered by experienced staff. Children will be given gifts to take home at the end of each session this will ensure that parents continue interacting with their children at home.

Sessions of talking tables will be recorded on intervention sheets. After the 8 week cycle these will be reviewed and the children’s progress recorded.

 Continuous provision to be taken from the children’s interests.

Sue McMichael / Anna Wheeler

 

 

Spring 1
Children are able to talk about their feelings in a controlled way and acknowledge problems can be solved.

 

 

 

 

 

 

 

 

Weekly circle time.

Weekly PHSE sessions.

Children will communicate freely and learn strategies to cope with unhappy feelings. They find solutions to problems or friendship issues and then they can then become more engaged in school work. Records are kept from the outcomes of PHSE sessions. These will be used to plan the next session.

 

Sue McMichael / Sarah Avery

 

Spring 1
The attendance of PP children improves Children will be asked to partake with staff to decide what the upcoming topics will be for the coming half term.

The attendance officer will be involved with parents.

Awards and certificates are given to children with good attendance.

When children attend school regularly without constant breaks, they make more progress.  Evidence shows that children who attend school make better friendships, take more ownership in their learning and are more confident.

Children enjoy receiving awards and will often try harder when an award is being offered.

Attendance will be monitored half termly.

Any absence will be addressed immediately.

A chart of which children receive awards will be logged and tracked.

Bev Turner Spring 1
Parents / Carers will offer and engage with their children in a variety of activities involving the introduction of new language to help with their child’s language acquisition.

Parents / Carers will have a better understanding of the EYFS curriculum.

Parents / Carers will take an active part alongside the school in their child’s learning.

Practitioners will continue to build up relationships with parents.

Parents / Carers will attend the family learning sessions.

Parents / Carers will be made aware of weekly learning and half termly topics via the school website.

Parents / Carers will be invited into the setting for fun days and to celebrate their child’s achievements.

Parents will be consulted about any areas of the EYFS curriculum they feel they would like to learn more about using a feedback form at the family learning sessions.

Parents will be asked if they have any skills they would like to share with the children within the setting using a feedback form at the family learning sessions.

Children’s first and main teachers are parents. When parents / Carers and practitioners work together in partnership evidence shows that children make age related if not better progress.

It is the job of practitioners to welcome parents / Carers into the setting and involve them in their children’s learning.

Family learning sessions.

Family fun days ( Including 1 phonics and 1 number fun day)

Days where parents are invited into the setting so that children can showcase all the achievements they have made during the half termly topic.

Stay and play every Thursday morning.

Termly topics and weekly learning to be posted on the website.

Feedback from parents to be reviewed.

 

Sue McMichael / Anna Wheeler.

 

 

 

 

 

J Vickers

Spring 1