By Juliette Moran
We don’t need to work in early years to know that not everyone has the same start in life.
As educators, we want to make sure that we use our , in the most inclusive and effective way possible to make it stretch — to make a lasting impact that is across the cohort rather than being child specific. We want to ensure that our use of EYPP is innovative, proactive and truly inclusive.
Removing shame and stigma
However, first, we need to get parents to apply by filling in the forms so that we can receive the EYPP and secondly, once it is received, we need to use it to achieve the best outcomes for all our children and that that spend can be wholly justified.
We do need to recognise some of the reasons why parents and/or carers are reluctant to provide the information that is needed. Ask yourself how you would feel if you were asked to sign another form which may have a perceived stigma attached to it or that you don’t understand? Would you like it to be made known that your child may be disadvantaged? Would you like the nursery to know your financial status? No, no parent wants that.
In a society that can be too quick to label families, parents and children do we want to add another one to the list?
One of the strengths of early years is the thread of inclusivity tying everything together, so we need to ensure that these forms are not targeted at one family over another. We need to make sure that the question is asked of everyone. That’s why we have registration forms isn’t it? We must gather information about our children and families and so we ensure that these forms are part of the registration process for every child.
Is the process worth it?
Moving on from the perceived potential stigma attached to EYPP, a more pertinent question could be - is it really worth the hassle? Is the chasing of application forms worth the time and actual money? It can be such a long-winded process that it can almost become just another thing you have to do with no real perceived benefit.
But £342 per year per child can amount to quite a lot depending on where you are and your demographic. We can agree that payments can take a frustratingly long time to come through but clever budgeting and an invested staff and/or committee can help you achieve a budget that can be ringfenced for the benefit of all.
Spending on SEND and beyond
There is also something else to consider when using your EYPP. There is instruction in the Special Educational Needs and Disability (SEND) Code of Practice that says that we “….. should consider [our] strategic approach to meeting SEN in the context of the total resources available, including any resources targeted at particular groups, such as the pupil premium”. (6.97).
So, there is an expectation that EYPP can and should be used for a wider SEND need.
How can we spend our EYPP funding in a way that is, as already stated, innovative, proactive and wholly inclusive?
Do we always approach our funding spend in a way that is removing barriers for all, not creating them? It is worth remembering that we can spend our EYPP funding in a way that can be applied to all our current cohort and will continue to have an impact on all future children coming through our doors. So, how do we justify this to Ofsted? To ourselves?
Investing in the bigger picture
Arguably, early years is less about narrowing the attainment gap and more about personal, social and emotional development (PSED). Looking at the bigger picture then, shouldn’t we tap into our children’s cultural capital and create experiences, particularly for those less disadvantaged?
Do you think taking your children on a visit or paying for someone to come and visit you, would help? Could we use it for yoga sessions, music sessions, or (scarily!!!) swimming lessons? (The latter would certainly address the risk-taking aspect of children’s development, although the risk may apply to those adults with them!).
It stands to reason then, that rather than just considering purchased resources that are child specific we should also be developing our children’s PSED and nurturing their lived experiences so that we set them up with all of the tools to be able to navigate that attainment gap later in life.
Can’t we justify the importance of the form-filling to parents by reinforcing the benefit of creating experiences that will open their child’s eyes to the potential the world has to offer them, and shouldn’t we use the same justification to Ofsted?
Where next?
