Early Years Pupil Premium academic year 2018-2019
The school this year has received to date £1,876.20p for this academic year September 2018 to July 2019. Of the 13 Early Years Pupil Premium children (EYPP), which represents 16% of all our nursery children, 11 of which will be leaving in July 2019.
This money has been used to prioritise children for educational visits, reduced ratios with greater teacher input and adult directed learning experiences focusing on concrete learning experiences.
We have used the research from the Education Endowment Fund on effective outcomes for children which highlights:
On entry within the following Prime Areas of learning: Personal, Social and Emotional Development (PSED) 36% were at age expected (secure 22-36 months) on leaving 82% were at expected (secure 30-50months) which included 46% exceeding age expectations (40-60 months plus). Physical Development (PD) 45% were at expected; which included 9% exceeding; on exit 82% were at expected which included 55% exceeding. Communication Language and Development (CLD) 45% were at expected, which included 18% exceeding; on exit 82% were at expected with 55% exceeding.
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