Early Years Pupil Premium academic year 2021-2022
The school has received to date £517 for this academic year September 2021 to July 2022 (the school currently has only received funding for the Autumn term 2021). The school currently has 10 children eligible for EYPP,
This money has been used to prioritize 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:
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.
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