The school currently has 24 children eligible for EYPP,

This money received to support children who are eligible has been used to prioritise children for adult-directed learning experiences focusing on concrete learning experiences, combined with a clear focus on vocabulary and communication.

We have used the research from the Education Endowment Fund  on effective outcomes for children which highlights:

• High quality teaching
• Concrete experiences
• Vocabulary
• Partnership working with parents/carers

In light of the above we focused on the following:

• Increased opportunities of working within small groups focusing on concrete and motivating learning experiences such as cooking, conducting scientific experiences, and role play with qualified staff and/or interventions with our speech and language therapist or learning support assistants.
• Gradually including parents/carers into the nursery to support learning experiences including sharing stories, engaging in cooking experiences as well as supporting home learning experiences.

Impact

The school will be reviewing the impact of its strategy on a termly basis sharing information with parents/carers and culminating with a summary report. 

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Research references:

From Education Endowment Fund :
Blok, H. (1999). Reading to Young Children in Educational Settings: A Meta‐Analysis of Recent Research. Language Learning, 49(2), 343-371. http://dx.doi.org/10.1111/0023-8333.00091
Bowyer‐Crane, C., Snowling, M. J., Duff, F. J., Fieldsend, E., Carroll, J. M., Miles, J., & Hulme, C. (2008). Improving early language and literacy skills: Differential effects of an oral language versus a phonology with reading intervention. Journal of Child Psychology and Psychiatry, 49(4), 422-432. http://dx.doi.org/10.1111/j.1469-7610.2007.01849.x
Correll, K. (2008). A program evaluation of a conversational instruction program for the vocabulary development of four-year-old students in preschool classes. EdD Dissertation University of Houston. http://search.proquest.com/docview/304601806
Goodson, B., Wolf, A., Bell, S., Turner, H., & Finney, P. B. (2011). Effectiveness of a Program to Accelerate Vocabulary Development in Kindergarten (VOCAB): First Grade Follow-Up Impact Report and Exploratory Analyses of Kindergarten Impacts. Final Report. NCEE 2012-4009. National Center for Education Evaluation and Regional Assistance. http://files.eric.ed.gov/fulltext/ED527097.pdf
Fricke, S., Bowyer‐Crane, C., Haley, A. J., Hulme, C., & Snowling, M. J. (2013). Efficacy of language intervention in the early years. Journal of Child Psychology and Psychiatry, 54(3), 280-290. http://dx.doi.org/10.1111/jcpp.12010 IES (2010 ) WWC Intervention Report: Literacy Express, Early Childhood Education, http://ies.ed.gov/ncee/wwc/interventionreport.aspx?sid=288
Marulis, L. M., & Neuman, S. B. (2010). The Effects of Vocabulary Intervention on Young Children’s Word Learning A Meta-Analysis. Review of Educational Research, 80(3), 300-335. http://dx.doi.org/10.3102/0034654310377087
Mol, S. E., Bus, A. G., & de Jong, M. T. (2009). Interactive book reading in early education: A tool to stimulate print knowledge as well as oral language. Review of Educational Research, 79(2), 979- 1007. http://dx.doi.org/10.3102/0034654309332561
​Swanson, E., Vaughn, S., Wanzek, J., Petscher, Y., Heckert, J., Cavanaugh, C., & Tackett, K. (2011). A synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties. Journal of Learning Disabilities, 44(3), 258-275