The uplifted Early Years Pupil Premium – three things you need to know

There is one cause that unites everyone in the early years: giving every child, regardless of background, the best start in life.

We know the learning gap between children from lower-income families and their peers is already 4.7 months, on average, by the time they start Key Stage 1. This gap only widens throughout primary and secondary school.

High-quality early education is crucial to narrowing these gaps and supporting every child to flourish. The Early Years Foundation Stage includes the word foundation for a reason – these initial years act as the crucial building blocks for education as children get older.

That’s why the increase in Early Years Pupil Premium (EYPP) funding, gives us the perfect opportunity to focus our attention and resources on how we support disadvantaged children to get the start they need. Here’s what educators need to know to make the most of the uplift.

Children from nine months onwards qualify if they meet one of the following criteria:

• Their families receive specific benefits (e.g. Universal Credit, Income Support).

• They are currently or have previously been looked after by the local authority (children in care)

Once children are in the Reception year, they are covered by Pupil Premium funding.

The funding for the Early Years Pupil Premium (EYPP) has been uplifted twice, and is now up to £655 per child, per year.

It’s important to target EYPP spending on supporting the particular needs of eligible children.

When we draw on research evidence, we can select approaches which have the most likelihood of success. When we add in our professional experience and expertise, we can maximise the chance that each child will benefit.

Approaches which are supported by research evidence include:

• Developing the quality of practice. This is especially impactful for disadvantaged children, whilst also benefitting every child in the setting. For example, disadvantaged children who attend a setting which is engaged in the Maths Champions programme of professional development make an average of six months additional progress. Additionally, all children make an average of three additional months’ progress in maths and language, compared to children in settings that do not receive the programme.

• Tailoring personal support. Some children will need additional help and teaching. For example, you might invest in a language screening tool to prioritise the children who need extra support the most. You might offer regular 1:1 or small group sessions focused on play and conversation, or interactive reading.

When we provide high-quality professional development, educators can continue to improve their skills and create rich learning experiences for every child.

The learning gap for socio-economically disadvantaged children already exists before they have even started school and this only continues to widen as they move through primary and secondary school.

This is why early intervention is so important, tackling the issue before it worsens and becomes even more entrenched. On an individual level, this also means making sure every child is able to reach their potential through education, no matter their background.

This is why the EEF has launched our new Guide to the Early Years Pupil Premium, helping educators to review your use of EYPP funding to make the biggest difference for children in your care. Your leadership is key to ensuring that you are able to plan and sustain a strategy which narrows the learning gap in your setting.

By investing in evidence-based strategies and tracking impact, we can ensure that every child has a fair start in life.