Harrington Nursery School
SPARKLE: Special, Playful, Active, Resilient, Kind, Loving, Eager to learn.
Case study by Leanne Oliver.
Tell us about your organisation
Harrington Nursery School is situated in the Normanton Ward of the inner city, an area which is described as having low economic status. It is in the top 10% of the most deprived wards in the city with child poverty levels standing at 34% (4 in 10 children). The area is rich in ethnic diversity, the demographics of the school having changed over the last five year with families entering who are seeking asylum and more recently, the access to the Eastern European Union for Polish, Czech, Russian, Latvian and Slovakian people.
Social deprivation for the area includes:
· High and long term unemployment
· The lowest pay in the city
· Highest crime rates in the city
· High incidence of drug use and prostitution
· A decaying environment with a poor public image
· Low levels of skills and achievement
· Poor health
· Poor housing stock.
· High proportion of single parents or separated families.
Harrington is a distinctive school because…
- We are a designated Teaching School (September 2014) and a National Support School (February 2015). The Headteacher is a National Leader of Education and the Strategic Business Director is a Specialist Leader of Education.
- We are winners of the NASEN Excellent Practice in Early Years for SEND Award.
- We have achieved the Families First SEND standards award.
- We have developed a learning environment updated and refurbished in line with communication friendly spaces and are committed to using digital technology in order to prepare children for the unknown world of tomorrow.
- We facilitate learning that inspires children to go in search of wonder, including visits to a wide variety of places and by focusing on learning outside the classroom and the ‘POWER’ of the outsider.
- We recognise the importance of mindfulness and take time to ‘spread the happiness.
What did you do to create such notable success with the Early Years pupil premium?
During the last academic year 2016/17, we used the early year’s pupil premium funding in the following ways:
- To address children’s barriers to learning and raise the aspirations of EYPP children.
- To support disadvantaged and vulnerable pupils to ensure that at least the expected progress is achieved to diminish the difference with national non EYPP data.
- To ensure that early year’s pupil premium children make good progress in the speaking, understanding and people and communities strand of the curriculum.
- To provide greater engagement and improve children’s wellbeing through extracurricular and enrichment opportunities.
- To effectively communicate with parents
- To develop children’s personal, social, and emotional wellbeing.
EYPP children have:
· Made rapid and outstanding progress in 11 areas of the EYFS curriculum
· Increased confidence and self-awareness of EYPP children
· Increased child self-regulation
· Improved outcomes for children within all areas of the EYFs curriculum.
· Improved outcomes for children overall.
What next for your pupil premium strategy?
During the last academic year we have addressed children’s individual barriers to learning and raised children’s aspirations by using the early years pupil premium funding in the following ways:
· Continued to develop positive relationships with parents in order to engage them in the learning of their child.
· Provided a variety of opportunities for children, enabling them to engage in conversations about what they have seen and done enriching speaking, language and vocabulary through first hand experiences.
· Children accessed enrichment opportunities in smaller groups allowing for additional child/adult interaction time.
· Supported disadvantaged and vulnerable pupils to ensure that at least the expected progress is achieved to diminish the difference with national non-EYPP data.
Sharing good practice
We seek maximum impact from Pupil Premium funds by considering the needs of our disadvantaged children and developing tailored support packages – rather than opting for a one-size-fits-all approach.
Practitioners and teachers identify each disadvantaged child’s individual learning barriers by visiting children at home – to understand their home environment and observe them at ease – as well as observing them at nursery.
Within the past 18 months we have used funds to set up and support 3 groups: one of which focused on supporting a group with speech and language needs, one a group of children lacking experience and the last a group needing nurture support.
To track impact, we take a baseline measure of each child’s performance on the Early Years Foundation Stage before the interventions start and then run formal assessments over the year. In 2016, Derby’s programmes helped deliver significant or outstanding progress in 11 areas of the Early Years curriculum.
Get in touch
We are committed to supporting other settings and are happy to accommodate visitors wishing to find out more about our use the EYPP funding.
Leanne Oliver -01332 769821