Early Years pupil premium strategy statement Truro Nursery School 2015-2016
2016 – 2017 – We currently have no children identified as eligible for EYPP
The strategy adopted by TNS to support children in receipt of EYPP is as follows:
Baseline assessments alongside home visits are carried out to identify strengths and weaknesses. This analysis is then used to ensure provision is
targeted to narrow the gaps in attainment areas. Where no weaknesses occur (able disadvantaged children) the information gained from home visits and
consultations with parents will be used to target provision.
Two approaches are regularly used: Forest School and/or floor book projects. These interventions support cross curricular development. Furthermore they
can be adapted to meet the needs of the most able children. Consideration will be given to the area of need considered most important. Other
interventions could include the purchase of equipment ; employment of additional staff to work in liaison with the family or external specialist support.
1. Summary information
School
Truro Nursery School
Academic Year
2015-2016
Total PP budget
£684
Date of most recent PP Review
None
Total number of pupils
79
Number of pupils eligible for PP
4
Date for next internal review of this strategy
September
2016
2. Current attainment
Pupils eligible for PP (your school)
Pupils not eligible for PP (school average)
% within expected age related band on entry in PSED
25%
51%
% within expected age related band on entry in C and L
25%
35%
% within expected age related band on entry in Physical Development
25%
31%
% within expected age related band on entry in Reading Writing and
Mathematics
25%, 50%, 0%
24%, 24%, 19%
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.
Personal social and emotional skills
B.
Physical development and access to an environment which supports physical development
C.
Mathematics development
External barriers (issues which also require action outside school, such as low attendance rates)
D.
Parental expectations, commitment and engagement
Poor attendance
4. Desired outcomes
Desired outcomes and how they will be measured
Success criteria
A.
Improve PSED – ability to play in a group extending and elaborating ideas. Demonstrating friendly
behaviour initiating conversations and forming good relationships with peers and adults. Enjoying
responsibility; developing confidence and ability to take turns and share.
Children will demonstrate desired outcomes with a level of consistency
and security
Progress in PSED areas is at least expected
B.
Improve Physical development - Understand that equipment and tools have to be used safely;
negotiates space effectively; moves freely with confidence, uses one handed tools effectively
Children will demonstrate desired outcomes with a level of consistency
and security
Progress in PD is at least expected
C.
Incorporate mathematical development in practical experiences incorporated into cross curricular
activities.
Progress in mathematical development is at least expected
5. Planned expenditure
Academic year
2015-2016
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 How will you ensure it is
for this choice?
implemented well?
Staff lead
When will you
review
implementation?
Improve quality of
sustained shared
Implementation of
floorbook approach
Mindstretchers (evidenced based research
outcomes on floorbooks approach)
ICAN evidenced based approach
LC and ST
Termly
Class teacher responsible for
overview, monitoring of floorbooks
and observation focus
thinking and speech and
language development
Development of ICAN
approaches and gain
accreditation
Ensure all pupils benefit
from skills and
development involved in
the forest schools
programme
Further development of
forest schools approach
ST to lead on ICAN accreditation
Various e.g forestry commission report and
forest school association findings to show
impact
Fully trained staff; guidance from
class teachers
SO
BW
guidance
from ST
Termly
Total budgeted cost £8000
ii. Targeted support
Desired outcome
Chosen
action/approach
What is the evidence and rationale How will you ensure it is
for this choice?
implemented well?
Staff lead
When will you
review
implementation?
Improvement of PSED
Physical development
and Mathematics
identified in section 4
above
Additional small group
forest school focussing on
skills identified for targeted
children.
Published research and impact of forest
school approach; our own anecdotal
evidence of the impact of forest school in our
setting; small group work to best support
individual needs
BW
guidance
from ST
Termly
Forest school leader will feedback
termly to DHT who will have an
overview of the work.
Our understanding of the needs of the
children is based on thorough
baseline assessments; home visits;
observations etc.
Total budgeted cost In excess of £684.00
iii. Other approaches. Our approach to the EYFS is based on a secure pedagogical grounding of early years development. Home visits
enable us to gain a good understanding of the strengths and limitations of the home environment in supporting the child’s development;
key workers ensure that children make secure attachments and our environment reflects the interests and needs of the children.
6. Review of expenditure
Previous Academic Year
2015-2016
i. Quality of teaching for all
Desired outcome
Chosen
action/approach
Estimated impact: Did you meet the
success criteria? Include impact on
pupils not eligible for PP, if appropriate.
Lessons learned
(and whether you will continue with this approach)
Cost
Improve quality of
sustained shared
thinking and speech and
language development
Floorbooks, talking
tables activities
undertaken. ICAN
accreditation applied
for and gained
Success criteria met in full
Other children who gained from the approach
included a child who was G and T in reading
(floorbook approach)
All children benefitted from the increased skills of
staff.
Continue - evidence and results show good progress is
made using these approaches.
ICAN
accreditation
and support
£2640.00
Ensure all pupils benefit
from skills and
development involved in
the forest schools
programme
Forest school
incorporating
woodwork skills
Success criteria met in full. All children benefitted
from this approach
Governors fully support this intervention and it has been
agreed that it will continue
Forest school
leader annual
cost £5258.00
Cost
ii. Targeted support
Desired outcome
Chosen
action/approach
Estimated impact: Did you meet the
success criteria? Include impact on
pupils not eligible for PP, if appropriate.
Lessons learned
(and whether you will continue with this approach)
Improvement of PSED
Physical development
and Mathematics
identified in section 4
above
Additional forest
school programme
which is tailored to
the needs of the
identified children
including application
of mathematical skills
Success criteria met in full
9 other children benefitted from this small group
work. They were chosen for one of the following
reasons:
Most able C and L to further develop their skills
and apply in practical experiences
Less able in PSED or C and L to benefit directly
from the small group teaching.
Children gained particularly in areas of supporting each other
and teamwork. They also developed skills in relating to each
others’ feelings.
7. Additional detail
This table shows the progress of children in receipt of EYPP compared to average for cohort. It is important to recognise the limitations of data within the EYFS and lack of
national comparisons. This shows that a higher % of EYPP children made at least average progress compared to their peers in all areas of PSED, moving and handling, all areas
of C and L, reading and all areas of mathematics. A higher % of EYPP children made better than expected progress compared to their peers in making relationships, health and
self care, speaking and number.
Number of
children achieving
3 points progress
PSED
Making
Relationships
Self Confidence &
Self Awareness
Managing Feelings
& Behaviour
PHYSICAL
Moving &
Handling
Health & Self-Care
COMMUNICATIO
N & LANGUAGE
Listening &
Attention
Understanding
Speaking
LITERACY
Reading
Writing
MATHEMATICS
Number
Shape Space &
Measures
EYPP
4
-3
25%
25%
Avera
ge
3
3+
-3
3
+3
25%
75%
9%
33%
57%
75%
25%
8%
59%
33%
75%
25%
11%
41%
47%
25%
75%
5%
10%
84%
25%
50%
19%
31%
49%
75%
25%
21%
41%
37%
75%
50%
25%
50%
4%
18%
27%
33%
69%
49%
75%
50%
25%
25%
24%
22%
47%
35%
27%
43%
50%
100%
50%
7%
4%
18%
25%
75%
71%