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, 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 8 th 9.30am - 3.00pm (Registration from 9.10am) New College Business Suite (Repeat of event on 14 th July) firstname.lastname@example.org
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@example.com
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-start- early-years-good-practice-films-childminders- home-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?