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Sharing EYPP processes and expenditure

This page highlights how some local authorities and settings have approached allocating and receiving the EYPP funding as well as how settings are spending it.

These processes and ideas are here to highlight how some local authorities and settings have chosen to pay the EYPP funding and spend the funding.

If you have any examples of spending or processes you would like to share, do please do so.  Your processess could be in relation to sharing information, measuring impact, recording future plans etc. 



Several local authorities are using the grant forms to ensure the maximum amount of EYPP funding will be allocated.  The grant/headcount forms have been adapted to include the parents date of birth and NI number.  There have been very few reported queries or refusals.

Benefits of this approach:

  • The maximum amount of funding can be claimed.
  • Information is being asked of all parents, thereby maikng the process universal. By making it a universal process no stigma can be attached to any family and staff do not feel they are having to ask intrusive questions or making judgemental decisions.
  • No extra forms need filling out. One form meets two purposes.
  • There is an incentive to return the information.


Settings who are entitled to receive EYPP funding in Bromley are informed during the last week of term what the payment for the following term will be. This payment is then made during the first week of term. Should the child leave, the new setting will receive the next installment when it is due.


  • The setting has time to plan and co-ordinate expenditure.
  • The setting has the maximum amount of time to plan for and execute the expenditure without feeling pressurised to make a rapid decision or having to spend the money and then pay it back once the funding has been credited to the setting.
  • The setting feels more confident to spend the money as it won't be clawed back after it has been spent.
  • The children have the greatest time possible for an planned intervention etc to have an impact.


Settings in Kent have been actively encouraged to form clusters to share expertise as well as funding training etc. These collaborations are now becoming well established. This has not been a direct result of the EYPP funding, however there will be a benefit in relation to EYPP.


  • EYPP funding can easily be pooled for training purposes etc.
  • Staff feel confident about sharing their expertise and they look for local solutions.  Developments become more self-sustaning.
  • Settings become more outward looking and reflective as they have more examples of practice to reflect against and opportunities to discuss challenges with a wider audience.
  • Practitioners are better able to articulate their pedagogy.
  • Children attend higher quality provision which in turn has a longer lasting impact.

Case studies: ways of spending EYPP

Improving attendance

A child eligible for EYPP was not attending the setting on a regular basis.  The setting phoned the parent to find out the reasons for the non-attendance, which turned out to be financial and transport related.  It was decided between the setting and the parent to use a portion of the funding to cover the bus fare to the setting for the sessions the child was due to attend until the transport challenge has been overcome. This has resulted in the child now having 100 percent attendance figures.


  • The parent feels well supported and valued by the setting as they took time to understand their family circumstances.  They now feel more relaxed with the staff and spend more time conversing with the child's key person.
  • The parent still has a level of independance as they fund and find their own transport home. The setting funds the journey with the constrained time factor.
  • The child comes to the setting and enjoys his time there.  He has made more friends as his attendance has improved and become regular. His key-person knows him better and can therefore meet his needs meaningfully.
  • The staff feel more confident to approach non-attendance and try to find solutions rather than just accepting non-attendance.
  • The key person has a greater insight into the homelife of the child and has more genuine two-way dialogues with the child's parent.

Extending attendance

The child attends a day nursery and is term time only.  They start school in September 2015.  It was decided inconjunction with his parent at he would benefit from attending for two mornings a week during the summer holiday period.  The EYPP funding was to be used to cover the costs of his sessions.


  • The child will maintain contact with setting and his friends until the start of term.  This will enable some routines to continue throughout the summer.  The child will have a element of continuity which should make settling into a new environment easier for him.
  • The child will have an opportunity to attend during a period when there are less children and the setting is less busy.
  • Language interventions will continue both at home and in the setting.