Early Years Pupil Premium Strategy 2024 - 2023
This statement details our school’s use of early years pupil premium funding to help improve the attainment of our disadvantaged pupils.
It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the effect that last year’s spending of pupil premium had within our nursery school.
School overview
School name - Muriel Green Nursery School
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Number of pupils in school and those eligible for EYPP
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Autumn (17 eligible for EYPP)
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Spring (20 eligible for EYPP)
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Summer (20 eligible for EYPP)
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Academic year/years that our current pupil premium strategy plan covers - 2024/2025
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Date this statement was published - December 2024
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Date on which it will be reviewed - July 2025
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Statement authorised by Gemma Williamson Headteacher
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Pupil premium lead - Bethany Kent
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Governor - Patrick Aikman
Funding overview
Pupil premium funding allocation this academic year-Autumn Term -£130 x 17 = £2,210
Pupil premium funding allocation this academic year-Spring Term - £130 x 20 = £2,600
Pupil premium funding allocation this academic year-Summer Term - £130 x 20 = £2,600
Total£7,410
Part A: Pupil premium strategy plan
Statement of intent
At Muriel Green our aim is that all children, irrespective of their background or potential challenges, have a great start, make strong progress and achieve well across all areas of learning. The focus of our pupil premium strategy is to support all children at risk of disadvantage to achieve that goal, including progress for those who are already high attaining.
When allocating the funding we will assess the context from which the child is working-we take a holistic approach to providing support and look at potential challenges in academic attainment, family support and enrichment. Research indicates that high attaining children are at risk of underachievement, so we allocate funding and carefully provide support irrespective of children’s starting points.
High quality provision is proven to be the key driver for raising attainment for all children including those at risk of disadvantage. At Muriel Green our commitment is to ensure that the nursery is a place where every child can thrive. The allocation of funding is carefully thought out to ensure that all children benefit from raised standards and high quality provision.
Our strategy is to identify the key actions for individual children and families that will make a difference. School leaders are familiar with current research and use this research to inform decisions. Every child’s achievement and potential barriers are assessed, discussed, and reviewed. Our fluid approach results from regular reviews and careful monitoring of impact to ensure that the allocation of funded is effective and that we are making a difference.
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
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​Attendance: Our attendance data indicates that a small minority of pupils at risk of disadvantage have attendance below that expected to achieve strong progress.
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Communication and Language: Assessments, observations, and transition information indicate that many children, including those at risk of disadvantage, have starting points in communication lower than those expected of their chronological age.
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Inclusion: A small minority of children at risk of disadvantage have significant additional needs and require the support of external professionals and close support of staff in the school to ensure excellent inclusive practice and skilfully adapted access the curriculum.
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Home Learning: A small minority of families including those at risk of disadvantage require support to ensure that the home learning environment promotes strong progress.
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intended outcomes
This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.
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To achieve and sustain improved attendance for all children, particularly those at risk of disadvantage.
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Attendance data will evidence consistent attendance.
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Clear systems for monitoring attendance and offering support will be in place
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Case studies will show innovative, bespoke practice.
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Improved communication and language skills and widened vocabulary.
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Children will make strong progress from their starting points.
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Children will be well prepared for the next stage in their education.
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Children at risk of disadvantage who have significant additional needs thrive.
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Children will receive timely support from external professionals.
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Children will be provided with an adapted approach to an ambitious curriculum
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Children will make strong progress.
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Family support will ensure that the home learning environment promotes strong progress.
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Families will work in strong collaboration with the school.
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Families will feedback positively on strategies implemented.
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Evidence will indicate that improvements in the home learning environment have positively impacted on outcomes
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Activity in this academic year
This details how we intend to spend our early years pupil premium this academic year to address the challenges listed above.
Teaching and Targeted academic support
Budgeted cost: £5,000
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Attendance Monitoring and Support: Track attendance closely, with a focus on early intervention for children showing signs of absenteeism. We will provide personalised support, to address the barriers to attendance (e.g., family support). Research from the Education Endowment Foundation (EEF) highlights that improving attendance is crucial for raising attainment. Disadvantaged pupils are more likely to have lower attendance, and poor attendance is strongly linked to poorer academic outcomes. Studies by Sutton Trust and EEF consistently show that improving attendance can significantly reduce the attainment gap between disadvantaged pupils and their peers. General Election Policy Briefing Inequality in early years education. January 2024"The Pupil Premium: Next Steps" (2015) by Sutton Trust Attendance Interventions EEF
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Communication and Language: The curriculum will be revised to incorporate age-related expectations. All staff will be trained to use Wellcomm screening and understand how to interpret results and plan for gaps. Investment will be made in electronic system to support data analysis. Training will be delivered to all staff on the importance of teaching tier 1 and tier two vocabulary.
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Developing vocabulary in Early Years - EEF
There is a strong evidence base that suggests oral language interventions, including dialogic activities such as Wellcomm are inexpensive to implement with high impacts on :
Best start in life: Part 2: The three prime areas of learning
Updated 12th October 2024
Inclusion
Investment in providing higher staff ratios to ensure bespoke interactions are consistently and effectively used.
Supporting children with SEND to be included in the curriculum induction.
Staff will be trained to support children with additional needs to access the ambitious
curriculum.
Staff training on supporting children with SEND will be invested in.
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Evidence strongly indicates that where Teaching Assistants are used effectively and follow a structured programme children can achieve greater independence.
"Best Start in Life: A Research Review for Early Years" by Education Endowment Foundation (EEF) (2021)
"Early Years SEND Review Guide" by Nasen (2024)
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Parental collaboration is a key driver in the Nursery. Funding is used to ensure that parents/carers receive fortnightly updates from keypersons.
The importance of parental engagement will be included in the curriculum induction.
Leadership time is used to create a responsive annual parental engagement strategy.
Funding will be used to put on ‘Stay and Play’ sessions that are accessible at weekends
Home Learning Resources: Provide access to free resources such as the ‘5 home library’ book scheme to ensure all children can engage in home learning.
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Research from the Sutton Trust and EEF demonstrates that parental engagement is one of the most effective ways to improve pupil outcomes. Disadvantaged children often benefit from targeted support at home to enhance their learning and motivation. Parental engagement in early years education is consistently associated with children’s subsequent academic success.
Wider Strategies
Budgeted cost: £2,410
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All staff will receive training and updates on how to make appropriate adaptations to provision to ensure all children at risk of disadvantage (including those who are high attaining) receive high quality first teaching. Enrichment experiences will be funded to ensure accessibility for all children (for example farm visits, musicians). Research from the Education Endowment Foundation and Sutton Trust shows that extracurricular activities contribute positively to social, emotional, and academic development. These experiences can increase motivation and aspiration, as well as provide opportunities for developing a wider range of skills. https://educationendowmentfoundation.org.uk/education-evidence/early-years-toolkit/self-regulation-strategies. State of the nation 2021: Social mobility and the pandemic. Updated 21 July 2021
Total budgeted cost: £ £7,420
Part B: Review of outcomes in the previous academic year
Pupil premium strategy outcomes
​This details the impact that our pupil premium activity had on pupils in this plan; the 2023 to 2024 cohort.