Summary Statement | |||
| Total number of pupils: | 375 | Amount of catch-up premium received per pupil: | £80 |
| Total catch-up premium budget: | £30,000 | ||
Guidance |
Children and young people across the country have experienced unprecedented disruption to their education as a result of coronavirus (COVID-19). Those from the most vulnerable and disadvantaged backgrounds will be among those hardest hit. The aggregate impact of lost time in education will be substantial, and the scale of our response must match the scale of the challenge. Schools’ allocations will be calculated on a per pupil basis, providing each mainstream school with a total of £80 for each pupil in years’ reception through to 11 in two instalments, one this financial year and a second in the next financial year. As the catch-up premium has been designed to mitigate the effects of the unique disruption caused by coronavirus (COVID-19), the grant will only be available for the 2020 to 2021 academic year. It will not be added to schools’ baselines in calculating future years’ funding allocations. |
Strategy Statement |
To support schools to make the best use of this funding, the Education Endowment Foundation (EEF) has published a coronavirus (COVID-19) support guide for schools with evidence-based approaches to catch up for all pupils. Southfields Community Primary School has used this document to aid the direction of our additional funding in the most effective way. The EEF advises the following (summary form): Teaching and whole school strategies
Targeted approaches
Wider strategies
Teaching Great teaching is the most important lever schools have to improve outcomes for their pupils and this will be developed as part of the ‘Catch-up Premium Strategy’. Targeted Academic Support There is extensive evidence supporting the impact of high-quality one to one or group tuition as a catch-up strategy. Tuition delivered by qualified teachers is likely to have the biggest impact. This is a strategy that Southfields will use. Wider Support Schools have provided extensive pastoral support to pupils and families during the pandemic. Additional support in the new school year will focus on providing regular and supportive communications with parent, especially to increase attendance and engagement with learning – this will be supported through the ‘Catch-up Premium Strategy’. What will Southfields do? Southfields Community Primary School will use this funding for specific activities to support our pupils to catch up for lost teaching over the previous months, in line with the guidance on curriculum expectations for the next academic year. Schools, like Southfields, have the flexibility to spend their funding in the best way for their cohort and circumstances. |
Barriers to Future Attainment | |
| Curriculum Gaps | As a result of closures and remote learning, gaps in the curriculum have emerged and have been identified by each Subject Leader. These gaps must be minimised through effective use of the Catch-up Premium and other school strategies. |
| Remote Learning | All pupils were provided with access to remote learning during the period of school closure. In order for us to maintain the effectiveness of this, we must ensure that our provision continues to meet expectations. |
| Delivering High Quality Teaching | Due to school closures and mixed engagement with remote learning, gaps have emerged in children’s knowledge and skills. This picture is mixed, and teaching staff will need support to develop strategies in identifying these and rapidly filling them. |
| Attendance | Attendance for some pupils has been affected due to long periods of isolation within families. Some have been affected by parental anxiety leading to increased absences. |
| Wellbeing – pupils | The period of school closures and adaptation to the school routines and environment have had, in some cases, a negative impact on the wellbeing of pupils. |
| Wellbeing – Families / Wider Community | Some of our families due to ill health or other external factors such as social deprivation have faced challenges adopting consistent routines whilst working from home impacting on pupils being able to focus on their schooling. These families receive support from external agencies as well as our Pastoral Team and Family Support Workers. |
| Engagement | Moving to online and ‘virtual’ processes for events such as parents evenings, will present a challenge in maintaining engagement with our community. |
| EAL | More than 69% of pupils have English as an additional language. Transience, mobility Issues and gaps in learning have increased during lockdowns as many children converse in their home language outside of school, which increased during long periods of lockdown resulting in a reversal of progress made for some children. Access to English at home, including books, is limited. Some pupils returned to home countries during lockdown and have missed more time through isolation upon return. Gaps have been identified both socially and academically. |
| Vulnerable Families | For some of our pupils and families there is a lack of resilience and aspiration with little importance placed on missed learning. Children (and their families) receive support from our Pastoral Team which include Family Support Workers and a Learning Mentor who work alongside external agencies. These interventions were limited during lockdown and this has further impacted on existing identified gaps. |
Planned expenditure for current academic year
Quality of Teaching For All | |||||
| Action | Intended outcome and success criteria | What’s the evidence and rationale for this choice? | How will you make sure it’s implemented well? | Staff lead | When will you review this? |
| To train teaching staff in strategies to support assessment of pupil knowledge and skill. | Teaching staff will be skilled in carefully assessing pupils. Pupils we be receiving provision matched to their specific needs. Pupils will make accelerated progress | Teaching and learning lead (DHT) will take responsibility for monitoring the provision alongside the HT. Monitoring of staff CPD will take place. Key subject leaders will evaluate all missed learning and complete a gap analysis for each Key Stage. They will construct a ‘recovery plan’ for each subject. The PSHE lead will complete a mental health and wellbeing ‘recovery plan’ for all pupils to be delivered by each class teacher. SLT will monitor all recovery plans this after the initial four week period. | DHT / HT | Summer 2021 | |
| Total budgeted cost: | £1600 | ||||
Targeted support | |||||
| Action | Intended outcome and success criteria | What’s the evidence and rationale for this choice? | How will you make sure it’s implemented well? | Staff lead | When will you review this? |
| To utilise the NTP tutor programme to ensure pupil ‘catch-up’ | Pupils who have fallen behind will be identified and grouped based on need. Tutors will have been sourced through the NTP programme. Tutoring will be taking place in small groups in school. Pupils will make accelerated progress as a result of the intervention | Education Endowment Foundation – teaching learning toolkit Evidence collated by the EEF demonstrates that small group and individual pupil tuition can have a moderate to high impact on pupil outcomes. | Teaching and learning lead (DHT) will take responsibility for monitoring the provision alongside the HT. 72 children in KS1 to be supported by Tutors with Maths over the Spring Term. These children will be placed into groups of 1:2 or 1:3 and receive 11 – 15hours tuition each depending on need. The profile of gaps in attainment will be carefully identified using Spring term data, ensuring that the pupils objectives are tightly focused. Tutors will regularly liaise with teachers about the needs of each child and report to teachers on the progress children are making. Data collected at the end of the intervention will be used to gauge the effectiveness of the intervention and to help set further next steps. | DHT/ HT | Summer 2021 (post-intervention) |
| Rapidly identifying pupils in early years who at baseline, are presenting below average and support with intervention | Pupils are clearly identified. NELI programme used to support pupils through effective delivery. Train key staff to deliver the programme effectively Target pupils make accelerated progress. | Teachneli.org – evidence and programme development Evidence informed intervention selected due to its proven impact on levels of attainment. | Ensure staff are trained to deliver programme. T&L lead will monitor delivery alongside EYFS lead. Pupil progress tracking will demonstrate accelerated progress. | EYFS Lead / DHT | Summer 2021 |
| To provide additional small-group intervention. | Pupils who have fallen behind will be identified and grouped based on need. Pupils will receive targeted small group support. Pupils will make accelerated progress. | Education Endowment Foundation.org.uk – teaching learning toolkit Evidence collated by the EEF demonstrates that small group and individual pupil tuition can have a moderate to high impact on pupil outcomes. Teaching Assistant Interventions | EEF (educationendowmentfoundation.org.uk) Evidence collated by the EEF demonstrates that teaching assistants who provide one to one or small group targeted interventions shows moderate impact for moderate cost if used effectively. | Teaching and learning lead (DHT) will take responsibility for monitoring the provision alongside the HT. 172 children across the school to be supported by 5 TAs with Reading, Writing and Maths over the Spring Term. These children will be placed into groups of 1:1, 1:2 or 1:3 and receive regular bespoke support depending on need. The profile of gaps in attainment will be carefully identified using Spring term data, ensuring that the pupils objectives are tightly focused. TAs will be directed by class teachers about the needs of each child and report to teachers on the progress children are making. Data collected at the end of the intervention will be used to gauge the effectiveness of the intervention and to help set further next steps. Additional Staff Cost £4,400 | DHT / HT | (post intervention) |
| Total budgeted cost: | £26,400 | ||||
Other approaches | |||||
| Action | Intended outcome and success criteria | What’s the evidence and rationale for this choice? | How will you make sure it’s implemented well? | Staff lead | When will you review this? |
| Supporting parents and carers – particularly vulnerable families – with access to home learning. | Children will have greater opportunities to access learning at home. Home-learning opportunities will not always require parents to engage with the activities, giving children greater independence. | Supporting parents and carers with access to materials and resources will enable them to assist in their children’s learning. The provision of resources that promote independence will reduce the need for parents / carers to continually support their children (particularly if they are unable to do so). | Teaching and learning lead (DHT) will take responsibility for monitoring the provision alongside the HT. Pastoral team to work with class teachers to ensure maximum engagement with home learning. Purple Mash purchased to support with remote learning provision. Materials provided in addition to DFE funded ICT £1200 | DHT / HT | Summer 2021 |
| EAL HLTA / Lead will provide targeted support and resources to ensure pupils are engaged and supported. | EAL children identified (particularly new to school chn) will be assessed. Language intervention will be in place. EAL pupils will be supported to make progress. | EAL pupils will need to be supported with focused action to ensure that they continue to maintain progress and are supported in accessing technology and remote learning. Their parents will need to be supported to enable them to understand and access school routines and expectations. | EAL lead to monitor alongside T&L lead. EAL Lead Additional Time £800 | EAL lead / DHT | Summer 2021 / post-interventions |
| Total budgeted cost: | £2,000 | ||||