Transcript Early Years Pupil Premium (EYPP)

Leaders and Managers
Network meeting
November 2014
Agenda
 2 year old funding
 Early years pupil premium
 Networking
 Good level of development (GLD)
 5 to Thrive
 Updates
2 year old funding
Review after 10 weeks
Review on exit
New report
Background to EYPP
 18 March, the Deputy Prime Minister and the Prime
Minister announced funding of £50 million in 2015-16 to
support disadvantaged 3 and 4 year olds through an
Early Year Pupil Premium
 EYPP will give all providers of government funded early
education extra money for this identified group of children
 To be introduced in April 2015
 Government consultation on the operation of the EYPP,
closed on 22 August attracted considerable interest –over
450 responses which are currently being considered and
response due shortly
What we know…..
 Disadvantaged three and four year olds are up to
7 percentage points less likely to participate in
early education
 •In 2013 36% of children eligible for Free School
Meal (FSM) achieved a good level of
development (GLD) in EYFS compared with 55%
(gap of nearly 20%)
 •82% of early years settings are good or better in
the most affluent 20% of areas compared to 68%
in the least affluent 20%.
Who will be eligible?
3 and 4year olds in any early years setting
who:
 Meet the criteria for FSM or
 Have been looked after by the local authority for
at least one day or
 Have been adopted from care or
 Are subject of a special guardianship and/or child
arrangements order.
Proposed funding arrangements
 £50 million in financial year 2015-16
 Allocated to LAs and transferred by LAs to
providers
 Set national amount per child (£300)
 Funding will follow the child
 Providers will be accountable for how funding is
used
Checking for Eligibility
 Providers ask parents to identify if they are
eligible and if so to provide their National
Insurance Number (LAs won’t have to check all
parents)
 •Providers will pass the NI number to LAs to
check on ECS (eligibility checking service)
whether parents are in receipt of the relevant
benefits to determine eligibility to EYPP
 •Parents will be given the option to opt out
How will the government ensure
that EYPP is used effectively
Main accountability route through Ofsted
 Effective use and impact of the EYPP to be
assessed under the leadership and management
judgement (probably from next Autumn)
 The DfE will amend the early years census
collections so that providers must identify which
children in their setting attract EYPP
How will we measure impact?
 Review leadership and management section of
VSSR in line with new Ofsted criteria (from April
2015)
 Support for settings less than ‘good’
 Evaluate progress of children receiving EYPP –
accelerated progress?
Support in using EYPP – 4 Children
Gathering evidence of case studies –
current successful practice in supporting
better outcomes for disadvantaged children
and/or in raising the quality of EYFS
provision
 Ideas bank
 Case studies
 List of themes e.g. Improving literacy,
numeracy, quality of workforce
How do you think you could
spend the EY pupil premium to
accelerate the progress that
children make?
Some initial ideas
 Specific staff training
 Higher qualified staff
 Working together with other settings
 Buying in support
 Family support
 Buying specific resources
A Good Level of Development
 12 early learning goals
 Prime Areas and Literacy and Mathematics
 Early experiences across all areas of learning
 Judging effectiveness/impact of early education
National – 2013 2014
 60% of children achieved a good level of
development – up 8% from last year
 58% of children achieved all 17 ELGs
 16% gender gap between the percentage
of girls and boys achieving a GLD
69% of girls compared to 52% of boys
 53% of children in the most deprived areas
achieved GLD compared with 65% of
children in other areas.
Swindon 2013-2014
 61% children achieved a GLD
 Numbers, Reading and Writing are the
goals with the lowest proportion of
pupils achieving the early learning goal
 Writing is the weakest area
 There continues to be a significant gap
between boys and girls achievements
Writing skills
Children are arriving in school
with very poor hand skills
Settings need to focus more on
developing hand and finger
muscle strength
Links to Physical Development
22-36 and 30-50 months-Moving and Handling:
• Shows control using jugs to pour, hammers, mark-making tools
• Beginning to use three fingers to hold writing tools
• Imitates drawing simple shapes
• Skilfully negotiates space, adjusting speed or direction to avoid
obstacles, climbing, jumping etc
• Kick and catch large ball
• Use one-handed tools and equipment with control
• Draw lines and circles using gross motor movements
40-60 months
 Experiments with different ways of moving
 Jumps and lands appropriately
 Travels with confidence and skill around, under, over, through,



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balancing and climbing equipment
Handles tools and materials safely and with increasing control
Begins to use anticlockwise movement and trace vertical lines
Begins to form recognisable letters
Uses a pencil and holds it effectively to form recognisable
letters
Writing (4 years +) 40-60 months
• Give meaning to marks as they draw, write and paint
• Continue a rhyming string
• Begin to break the flow of speech into words
• Hear and say initial sounds in words
• Segment sounds in simple words and blend them
together (aspect 7)
Getting onto letters….
 Linking sounds to letters, naming and sounding the
letters of the alphabet
 Gain advice from your link school
Consider your Practice….
What do you do to help children practice these skills
every day?
Be prepared to feedback 2 ideas from each table
Mark Making Matters
 Schools on-line
 Useful publications
5 to Thrive
Laying the Foundations: building babies brains
Exploring the important part that adults play in the
brain development of young children
Monday December 8th 9.30am - 3.00pm
(Registration from 9.10am)
New College Business Suite
(Repeat of event on 14th July)
[email protected]
2015 – 5 to thrive workshops
How would you like to use these workshops?
e.g.
 Time to go into more detail of 5 to thrive
 Bring examples and use time for reflective
discussion
 Any other ideas
Email: [email protected]
Additional on-line resources
http://www.katecairns.com/register.cfm?form
=swindon-ftt
One registered will receive an email with
download link
Ofsted documents
 Evaluation schedule September 2014
 Conducting early years inspections
September 2014
www.Ofsted.gov.uk
Are you ready? Good practice
in school readiness
 The best settings were particularly
effective in working with other agencies to
engage vulnerable families and target
support where it was most needed
 Providers worked closely with parents and
carers through the transition period,
providing information and guidance
 Partnerships were vital in ensuring
continued support for children with special
educational needs and/ or disabilities as
they moved from one setting to another
 Families were provided with a clear and
well-organised programme of informal and
formal meetings.
 Good practice; engaging parents and
carers
 Improving children’s communication skills was a
consistent feature across settings serving areas
of high deprivation.
 Communication and language needs were
carefully analysed very early in the transition
period.
 The best settings worked with other professional
agencies to ensure progress in key areas was
regularly reviewed, next steps identified and to
agree a common approach.
Ofsted working with the sector
 After listening to the sector at events like
the big conversation Ofsted reviewed the
risk assessment policy.
 Analysis showed that most of our risk
assessment thresholds were accurate priority inspections (undertaken within 5
days) often found providers to be
inadequate, regional investigations often
ended with enforcement action.
 However, analysis showed that there was
little to no difference in grade profile
between brought forward inspections and
standard cycle inspections. Therefore
providers were no more likely to be
inadequate at a brought forward
inspection.
 As a result, in April 2014, Ofsted removed
the option for brought forward inspections.
Further improvements – September
2014
 Reporting to parents –simpler, shorter inspection
reports
 Training for inspectors
 Paid for inspections
 Publishing films to support settings
http://www.ofsted.gov.uk/resources/right-startearly-years-good-practice-films-childmindershome-reading
 Publishing good practice case studies
2015 – Leaders support
 Leaders meetings (like EYFS network
meetings)? Discussion topics? E.g. VSSR,
experiences of ofsted
 SENCOs meetings (like EYFS network
meetings)? Discussion topics?
 Best times?
 Topics for these network meetings?
 What training would you like from April 2015 –
April 2016?