Covid-19 catch-up premium report

Summary information

 

Total number of pupils 595 October 2020 census Catch-up premium received per pupil £80.00
Total catch-up premium budget £47,600

Strategy Statement

Our catch up priorities are to assess and close gaps in children’s learning caused by school closure during the COVID-19, support children’s social, emotional and mental health needs and promote children’s independence and resilience. 

The support strategies we will use are quality first teaching and targeted academic support alongside wider support strategies, such as teaching assistants using the Thrive Approach. 

High quality teaching will identify gaps in knowledge and allow for these to be filled during well planned lessons which are taught in school and uploaded to the school DB Primary platform for home learning.  Well planned inset days for CPD and supporting new technology processes will continue to be prioritised for all school staff.

The school has employed a surplus of qualified class teachers to provide quality teaching of targeted support both in small groups and 1:1, as identified through assessment.

The Nuffield Early Language Initiative is being used in school to aid with supporting language in the Foundation stage to ensure missed nursery hours are supported.

The school uses the Thrive Approach successfully with an additional practitioner now in year 6 to support children through their final primary year and transition to secondary school in September 2021.

The school uses the Read, Write, Inc approach for quality phonics teaching and have invested further in additional online and practical resources in order to support in-school and home learning and staff CPD.

A Zoom school account has been purchased to enable year group and whole school events to ensure pupils continue to feel engaged despite being at home.

Barriers to learning

Low attendance caused by isolation periods 

Inconsistency of teaching  caused by staff isolation periods and lack of online teaching experience

Variation in academic ability in classes due to national lockdown in March 2020

Lack of ICT in the home environment

Lack of parental support for learning at home

Emotional impact of being away from school and friends during school closure

Quality of teaching for all

Action Intended outcome and success criteria Evidence and rationale for choice How we will ensure it's implemented well Staff lead Review date
NELI being introduced in Foundation stage.

Early identification of language support required with strategies for support.

Assessment tracking will identify success.
DfE approved scheme with proven outcomes. Phase leader is working in the Foundation area and has management time to support new initiatives.  Deputy head monitors assessment and learning providing support and challenge. Zoe Patch supported by Linda Appleby Term 3
Enhanced RWI package of CPD and resources.

Year 2 children who missed the phonics screening in Year 1 due to COVID-19 pandemic will pass in November 2020

Year 1 children who missed a large part of the their introduction to phonics in Foundation Stage will make accelerated progress.
Read Write Inc is a research and evidenced based phonics scheme which was carefully chosen to improve children’s phonics and have maximum impact across Foundation Stage and Key Stage 1.

Staffing allocated so that phonics lead can be out of class to monitor quality of phonics delivery, provide support and training.

Weekly CPD time (using materials from enhanced subscription package) for all staff involved in phonics delivery

Development days and inset time allocated for training – working with RWI trainer to evaluate school data and make changes where needed

All phonics to be taught consistently at the same time daily across the school

Reinstatement of phonics groups (within year groups due to COVID-19 restrictions).

Louise Moor

Charleerose Chippett

Supported by Laura Padwick

Monitored daily.

Reviewed termly

 

 Targeted support

Action Intended outcome and success criteria Evidence and rationale for choice How we will ensure it's implemented well Staff lead Review date
Additional qualified teacher support for phonics groups and 1:1

Children meet age related expectations or above in phonics.  Gaps in children’s phonics knowledge are identified and addressed through targeted 1:1 catch up teaching.

Evidence and experience shows that good quality teaching is the most effective means of supporting learners with additional needs.  A skilled and experienced qualified phonics teacher currently in role at the school has been redeployed to address gaps in learning.  Upon return to school at the end of the summer term, class teachers assessed children who would benefit from catch up support and these children were screened at the start of Term 1 2020. Specific gaps in phonics knowledge were identified early and personalised, targeted intervention put in place to address this. Phonics lead and deputy head will monitor delivery of phonics interventions and catch up teaching (by 1.5 FTE teachers), monitor and analyse pupil  progress and monitor group sessions and appropriateness of groups and working spaces. Charleerose Chippett supported by Louise Moor Termly
Additional Thrive trained TA support for year 6 emotional support and transition. Children are supported emotionally with readiness to learn. Higher participation in learning activities and attendance in class.  Good level of emotional well-being.  Positive transition into Year 6 and onwards to secondary. TA’s are supported and monitored by the Headteacher.  Phase leader works in Year 6 to identify needs and provide leadership monitoring and reporting to SLT. Nick MacGregor supported by Linda Appleby Termly

Other approaches 

 

Action Intended outcome and success criteria Evidence and rationale for choice How we will ensure it's implemented well Staff lead Review date

Purchase of Chromebooks (2) and ipads (2) to support home learning for children in isolation without home ICT.

Subscription to DB primary.
Removal of technology barriers through lack of hardware at home.  Access and engagement with remote learning of current lessons as provided on the learning platform. Purchased hardware is known and tested technology and suitable for chosen learning platform.  The learning platform is established software which has been tested and refined by many local schools and seen as effective.  It has a good support and after-care package.  It is user friendly for the school’s pupils and parents.

List of children requiring ICT resources is kept up to date by the office team and prioritised by Deputy and Headteacher

Deputy headteacher will training and support staff in use of DB, will liaise with DB when setting up and running the learning platform and will monitor engagement on DB Primary.

Lisa Eglington

Louise Moor

Ongoing
Zoom educational licenses for home learning support. Easier contact between children in school and those at home along with Headteacher sessions. Parents are more confident with this platform so engagement is thought to be increased. Attendance of online events will be monitored and restricted to Senior leader authorisation for use. Lisa Eglington Ongoing

 Total budgeted costs £50,510

 Additional information

  • What's working well in remote education - Ofsted 11 January 2021
  • Internal assessment and reporting
  • Evidence from the EEF Teaching and Learning Toolkit
  • Analysis of attendance records
  • Recent school Ofsted report demonstrates school’s very well sequenced curriculum, allowing assessment of missed steps in sequence for each child
  • Guidance from experts (DB support, RWI trainer, School Improvement Partner)
  • Feedback from staff