Catch-Up Premium Strategy
COVID-19 catch-up premium spending: summary
Summary Statement | |||
Total number of pupils: | 375 | Amount of catch-up premium received per pupil: | £80 |
Total catch-up premium budget: | £30,000 |
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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 · Supporting great teaching · Pupil assessment and feedback · Transition support Targeted approaches · One to one and small group tuition · Intervention programmes Wider strategies · Supporting parent and carers · Access to technology 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 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 |
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 |
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 |
Planned expenditure for current academic year
Quality of Teaching For All | ||||||||
Action | Intended outcome and success criteria | What’s | How will | Staff | When | |||
To train teaching staff in strategies to support | 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 Monitoring of staff CPD will take place. Key subject leaders will evaluate all missed The PSHE lead will complete a mental SLT will monitor all recovery plans | DHT / HT | Summer 2021 | ||||
Total | £1600 | |||||||
Targeted support | ||||||||
Action | Intended outcome and success criteria | What’s | How will | Staff | When | |||
To utilise the NTP tutor programme to ensure pupil | Pupils who have fallen behind will be identified and Tutors will have been sourced through the NTP programme. Tutoring will be taking place in small groups in Pupils will make accelerated progress as a result of | https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit Evidence collated by the EEF demonstrates that small | Teaching and learning lead (DHT) will take The profile of gaps in attainment will be Tutors will regularly liaise with teachers Data collected at the end of the | DHT/ HT | Summer 2021 (post-intervention) | |||
Rapidly identifying pupils in early years who at | Pupils are clearly identified. NELI programme used to support pupils through effective Train key staff to Target pupils make accelerated progress. | https://www.teachneli.org/what-is-neli/evidence-and-programme-development/ Evidence informed intervention selected due to its | Ensure staff are trained to deliver programme. T&L lead will monitor delivery alongside EYFS Pupil progress tracking will demonstrate | 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.
| https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit Evidence collated by the EEF demonstrates that Teaching Assistant Interventions | EEF Evidence collated by the EEF demonstrates that teaching
| Teaching and learning lead (DHT) will take The profile of gaps in attainment will be carefully TAs will be directed by class teachers about the needs Data collected at the end of the intervention will be Additional Staff Cost £4,400 | DHT / HT | (post intervention) | |||
Total | £26,400 | |||||||
Other approaches | ||||||||
Action | Intended outcome and success criteria | What’s | How will | Staff | When | |||
Supporting parents and carers – particularly
| 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
| Teaching and learning lead (DHT) will take 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
| DHT / HT | Summer 2021 | |||
EAL HLTA / Lead will provide targeted support and | EAL children identified (particularly new to school Language intervention will be in place. EAL pupils will be supported to make progress. | EAL pupils will need to be supported with focused | EAL lead to monitor alongside T&L lead.
EAL Lead Additional Time £800
| EAL lead / DHT | Summer 2021 / post-interventions | |||
Total | £2,000 | |||||||