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Hornsea Nursery School

“Where children come first and everything we do must reflect this single goal.”

Hornsea Nursery School - Welcome to Our New School Website!
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Welcome to

Hornsea Nursery School

“Where children come first and everything we do must reflect this single goal.”

Early Years Pupil Premium

If we get the early years right, we pave the way for a lifetime of achievement. If we get them wrong, we miss a unique opportunity to shape a child’s future.’

Unknown children – destined for disadvantage? Sir Michael Wilshaw: July 2015

ASPIRE
A – ASPIRING

S – SECURING

P – PROVIDING

I – INTERVENING

R – RESPONDING

E - EVALUATING

 

Disadvantage Champion - Claire White & Kim Dallimore

Disadvantage Governor - Emma Bowman

 

We believe a core purpose of a nursery school is to give every child the best opportunity to succeed.  In order to achieve this we recognise the:

  1. Importance of parental engagement and participation.
  2. Importance of quality interactions.
  3. Need for well-informed staff.
  4. Need for constructive environment to facilitate learning.
  5. Outside environment versus the inside environment.
  6. Need for simple planning based on learning, not activities.
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Pupil Premium Strategy PDF 2015-16

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Early Years Pupil Premium Plan 2014-15

Early Years Pupil Premium Action Plan - 2015 £1495.00

Identify Barriers To Learning

Desired Outcomes / Success Criteria

Strategies / implementation (inc training)

Evaluation

Data scrutiny shows % below ARE

  • Speaking 28% (8)
  • Managing Feelings & Behaviour 21% (6)
  • Making Relationships 17% (5)
  • Listening & Attention 17% (5)
  • Numbers 17% (5)
  • People & Communities 17% (5)
  • The World 17% (5)

 

1 child EHC

2 SEN (deaf, dev delay)

1 EAL

2 parenting support

 

 

All children make a minimum of 3 points progress.

The vast majority of children at typical ARE at end of summer term.

A positive home environment for children and working with parents to support children's development

 

Speech and language support, including programs such as Every Child a Talker and Talk Time, listening for sounds

 

Learning from other providers, particularly those rated 'outstanding' by Ofsted

 

Accessing peer-to-peer support to ensure children benefit from shared expertise, for example through the teaching schools infrastructure

 

C&L

  • Singing and learning nursery rhymes
  • Taking part in "sustained shared thinking" with an adult, to allow the extension and development of speech, language and communication skills
  • Building vocabulary
  • Making and listening to music and sounds, and responding to music of different types
  • Learning letter sounds (correct articulation) and basic numbers
  • Listening to reading, exploring books together and repeating and retelling stories
  • Subsidising trips
  • Additional training for staff on early language
  • fully involve parents/carers/families in interventions
  • Developing the outdoor learning environment

PSED

  • Taking part in "sustained shared thinking" with an adult, to allow the extension and development of speech, language and communication skills
  • Painting, drawing and making things
  • Playing indoor and outdoor games – turn taking
  • Listening to reading, exploring books together and repeating and retelling stories
  • Support for learning daily routines and behaviours surrounding - Meal times; putting away toys; Taking clothing off and putting it on.
  • Playing and sharing

NUMBERS

  • Singing and learning nursery rhymes
  • Taking part in "sustained shared thinking" with an adult, to allow the extension and development of speech, language and communication skills
  • Building vocabulary
  • Making and listening to music and sounds, and responding to music of different types
  • Playing indoor and outdoor games – turn taking
  • Additional training for staff in specialised areas
  • Investment in resources to benefit children's learning and development
  • fully involve parents/carers/families in interventions
  • Learning letter sounds (correct articulation) and basic numbers
  • Developing the outdoor learning environment

Understanding the World

  • Taking part in "sustained shared thinking" with an adult, to allow the extension and development of speech, language and communication skills
  • Building vocabulary
  • Making and listening to music and sounds, and responding to music of different types
  • Listening to reading, exploring books together and repeating and retelling stories
  • Investment in resources to benefit children's learning and development
  • Developing the outdoor learning environment

All children made a minimum of 3 points progress

 

Data scrutiny shows % below ARE

  • Speaking 13% (4)
  • Managing Feelings & Behaviour 10% (3)
  • Making Relationships 6.5% (2)
  • Listening & Attention 6.5% (2)
  • Numbers 6.5% (2)
  • People & Communities 6.5% (2)
  • The World 6.5% (2)

Predominantly 1 EHC / 1 SEN (global delay) remained below typical ARE

 

Potential PP – (no of children) - 29

Actual PP - 18

Spends

  • Outdoor resources £340.00
  • Release time for SENDco – £80 x 10 sessions = £800.00
  • Release time for speech, language and communication coordinator -  £10.50 x 14 sessions = £147.00
  • maths £280.00

 

Total = £1567.00

 

 

 

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