Early Years Pupil Premium

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