Catch Up Funding 2020-21
In June, a £1 billion fund for education was announced by the government. Further guidance has now been released (https://www.gov.uk/guidance/coronavirus-covid-19-catch-up-premium) showing that the money is split between a catch-up premium and a national tutoring scheme. Although all children have had their education disrupted by the coronavirus (COVID-19) outbreak, it is likely that disadvantaged and vulnerable groups will have been hardest hit.
The catch-up premium is funded on a per pupil basis at £80 per pupil. This will be based on the previous year’s census, meaning we are predicting that we will be in receipt of £34,000 (425 x £80). The spending of this money will be down to schools to allocate as they see best. To support schools to make the best use of this funding, the Education Endowment Foundation has published a support guide for schools with evidence-based approaches to catch up for all students.
At Horton Park Primary School, this money will be used in order to provide:
- Curriculum resources and materials that support “catch up” and mental health of pupils.
- Additional staffing costs to develop the outcomes of children who have been identified as needing “catch up” in their learning.
There are two broad aims for “catch up” at Horton Park Primary School:
- Attainment outcomes at end of 2020-21 for all year groups will be at least in line with those at the end of 2019-20.
- The mental health needs of pupils are met and supported by the school.
Catch Up at Horton Park Primary School is
(For all children)
- Working through well sequenced, purposeful learning opportunities. For example, our school-created progression of skills are being adapted to focus on missed objectives and consolidate the basics. In maths, we will utilise the school’s progression of skills as well as accessing other platforms (e.g. White Rose Maths, Five Phase planning model etc.) and we have been able to use catch up premium to purchase adapted plans that have been purpose written for catch up.
- Focus on consolidation of basic skills. The core skills which enable successful learning will require increased curriculum time across all year groups. These include: handwriting, spelling of high frequency words, basic sentence punctuation, times tables recall, basic addition & subtraction fact recall and reading skills relevant to age.
- Additional lesson time on core teaching. Reading, writing and maths teaching will require increased teaching time in order to cover missed learning – particularly in the autumn term. In order to keep a broad and balanced curriculum, some subject areas may be taught as blocked days rather than weekly lessons in the autumn term.
- Particular focus on early reading and phonics. This is always a focus in the school and will continue to be so in order to develop children’s reading ability and vocabulary.
- Assessment of learning and of basic skills to identify major gaps. Teachers will work to identify gaps in learning and adapt teaching accordingly.
- Time spent on mental health, wellbeing and social skills development. This will be at the core of all catch up work as many children will have not been in formal school setting for a number of months
(For some children)
- Additional support and focus on basic core skills. Supported by additional staffing utilising catch up premium – dependent on need as identified through ongoing assessment.
- Additional time to practise basic skills. This again will be dependent on need of children in order to re-establish good progress in the essentials (phonics and reading, increasing vocabulary, writing and mathematics) and there will be flexibility on timetables to allow this.
Catch up at Horton Park Primary School IS NOT:
- Cramming missed learning
- Pressuring children and families into rapid learning
- Teachers time spent highlighting missed objectives
- Teachers time spent ticking off assessment points and extra tracking
Below is our action plan for how the funding will be spent. This will be reviewed each term by Governors and Leaders.
|1. Summary Information|
|School Name||Horton Park Primary School|
|Academic Year||2020-2021||Total Catch Up Budget||£34,000||Total Number of Pupils||245|
|2. Barriers to Catch Up (Attainment)
|A||Issues with attendance and punctuality in light of COVID-19|
|B||Prior underachievement. Identified as not on track to meet EOY targets at mid-point 2019-20 and/or under attaining at end of last key stage|
|C||KS1 identified as missing early reading / phonics lessons at a significant stage of their development|
|D||High number of EAL pupils who may have delay in English and Communication Language and Literacy EYFS / KS1.|
|3. Desired Outcomes|
|Desired Outcomes and how they will be measured||Success Criteria|
|A||All pupils attend in line with all pupils nationally, on time. Reduced % of persistent absence across school.||Attendance 97%+ target, matches or exceeds national. Internal records indicate that persistent absence is reducing|
|B||Pupils who have prior low attainment or who were not on track to hit targets prior to partial closure demonstrate rapid progress||% of Pupils with identified low attainment reduced to match/ exceed national.|
|C||UKS2 pupils (identified as a high number of vulnerable pupils) respond positively and are well integrated to school life||% of UKS2 pupils requiring additional support reduced over the year.|
|D||Y1/Y2 at ARE in reading||ARE matches/ exceeds national|
|E||EAL pupils perform inline/ above non-EAL population by the end of EYFS and KS1||% of EAL pupils at/ exceeding ARE at / above national at the end of EYFS and KS1|
|Academic Year 2020-2021|
|The plan below outlines how the use of Catch-Up funding improves classroom pedagogy, provide targeted support and support whole school strategies.|
|1. Quality of education for all pupils (Quality First Teaching)|
|Desired Outcomes||Chosen Action / Approach||EEF Research Link||Implementation Date||What is the evidence and rationale for this choice?||How will you ensure it is implemented well?||Cost||Lead Staff||When will you review implementation?|
|A: All pupils attend in line with all pupils nationally and be punctual for school||Additional attendance officer support time (1hr additional time for VA)||EEF Impact of School Closures 2020 |
COVID-19 SUPPORT GUIDE FOR SCHOOL
|September (Ongoing)||Anticipated PA/lateness to increase due to parent/pupil anxiety|
'There is a risk that high levels of absence after the summer pose a particular risk for disadvantaged pupils'
|Daily reports to HT who then provides information to the trust||26x 1hr (£11.5)|
(T1 and T2)
|PIW, HT||Daily report to HT, information shared with trust daily|
|B/E: All pupils have sufficient opportunity to access regular basic skills revision||- Extended tuition for year 6 for basic skills of (HF/ AB)||EEF Improving Social and Emotional Learning in Primary Schools|
COVID-19 SUPPORT GUIDE FOR SCHOOL
|Spring and Summer 1||Assumption that all pupils have increased gaps in skills and knowledge due to lack of daily practice 'there is some evidence that extending school time can have a small positive impact on learning as well as improving other outcomes, such as attendance and behaviour'|
'As all pupils return to schools, technology could also be valuable; for example, by facilitating access to online tuition or support' 'It does appear that using games for learning has the potential to improve pupil outcomes'
|Effective communication with all staff of whole school expectations||16x 1hr sessions|
|DHT||Four weekly review and evaluation|
|B / D / E: All pupils have access to regular basic math opportunities at home||- The purchase and implementation of online maths learning platform 'Nombot' - EYFS and Y1||COVID-19 SUPPORT GUIDE FOR SCHOOL||January (Ongoing)||By ensuring that children have access to quality maths and supplementing the learning taking place in school, with challenges and tasks set by the teacher at their level, we are expecting the impact to be accelerated progress in Mathematics|
'Pupils access to technology has been an important factor affecting the extent to which they can learn effectively at home'
|Supervision by Maths lead||£100 subscription fee|
|Maths Leader||Four weekly review and evaluation|
|D / E: All pupils rapidly recover Reading skills (including phonics) so they meet or exceed ARE||- EYFS / KS1 recap training in phonics|
- whole class approach with targeted support (Consultancy Support - AP)
- Whole staff recap
- PoR reading teaching sequence to compliment phonics approach
- adjust proportion of decoding / comprehension accordingly to pupils' identified gaps
See below for additional teacher time allocation for phonics teaching
Additional set of decodable phonics books to enable school to have a ready supply of books that can be used in school and also enough for parents to take home on a more regular basis, incorporating book 'quarantine' rules
|EEF Improving Literacy in KS1|
COVID-19 SUPPORT GUIDE FOR SCHOOL
|September (Ongoing)||Reading identified as a key area of vunerability due to lockdown and a key school improvement priority, specifically in LKS2. |
'Great teaching is the most important lever schools have to improve outcomes for their pupils. Ensuring every teacher is supported and prepared for the new year is essential to achieving the best outcomes for pupils'
'Tuition delivered by qualified teachers is likely to have the highest impact'
|Whole school review of the teaching of reading undertaken prior to lockdown. |
English Lead to review effective use of books and monitor engagement in reading at home
|AP Costs Time £600 daily rate|
Additional set of decodable phonic books to support home reading, following covid guidence
|DHT (English Leader / Phonics Leader)||After week 4 - assessment and further screening Mid-year
Standardised tests and submitted TAs
|A: Children who take periods of absence due to self-isolation or local lock down, access remote education so that it is integrated into school curriculum planning.||- Curriculum Lead provided allocated time to coordinate the school's approach|
- Develop hybrid approach that supports maximum access using intelligence gathered during partial closure
- Consultancy Support to upskill staff on online platforms to be used for remote learning (TB)
|EEF Impact of School Closures 2020|
EEF Remote Learning: Rapid Evidence Assessment
|September (ongoing)||All schools are expected to plan to ensure any pupils educated at home for some of the time are given the support they need to master the curriculum and so make good progress|
'Coronavirus has had a differentially large economic and health impact on disadvantaged families'
|Whole school online platform in place to monitor access with support provided to teachers (See-Saw)|
Re-engagement interviews when children return to school. Low risk testing to identify new gaps
|4x days (198.4) Coordination and development time (Curriculum Lead - SY)|
IT Consultancy Support for remote learning 2x 0.5 days (177.50)
|Curriculum Lead / IT Lead||Half termly monitoring|
|2. Targeted Support (Wave 2 and Wave 3 Teaching)|
|Desired Outcomes||Chosen Action / Approach||EEF Research Link||Implementation Date||What is the evidence and rationale for this choice||How will you ensure it is implemented well?||Cost||Lead Staff||When will you review implementation?|
|A: Targeted attendance and transition stratagies||Two-week summer extended learning programme for targeted pupils to support reintegration process (NM)|
(40 chn in smaller bubbles over 2 week period)
|COVID-19 SUPPORT GUIDE FOR SCHOOL||From September (ongoing)||Identified families are more likely to require additional support to enable them to attend school regularly|
'Summer programmes can benefit pupils socially and academically, helping to ensure that they return to school ready to learn'
Extended learning programme evaluation and feedback from pupils/parents
|5 days CLM Time (NM)|
5 days (178.63)
DT Teacher (SA)
5 Days (HLTA - NJ)
(HLTA - TR)
|HT||Through weekly attendance meetings initially|
|A / B / D: Pupils identified as requiring additional 1:1 / small group support in reading / writing or maths receive WAVE 2 or WAVE 3 intervention.||Teachers support following bespoke programmes in following year groups:|
Y2 - 1.5 days Reading / Phonics (DW)
Y3 - 1.5 days Basic Skills with particular focus on reading and maths (SY)
Y5 / 6 - 2.0 days Basic Skills (SBi)
|COVID-19 SUPPORT GUIDE FOR SCHOOL EEF|
Remote Learning: Rapid Evidence Assessment
|November onwards||'In order to support pupils who have fallen behind furthest, structured interventions, which may also be delivered one to one or in small groups, are likely to be necessary'|
'A particular focus for interventions is likely to be on literacy and numeracy'
'Programmes are likely to have the greatest impact where they meet a specific need, such as oral language skills or aspects of reading, include regular sessions maintained over a sustained period and are carefully timetabled to enable consistent delivery'
'Tuition is likely to be a particularly effective catch up approach. The EEF estimates that the average impact of one-to-one tuition is five additional months progress (EEF, 2020b). An evaluation of low-cost tutoring delivered by university students showed a positive impact on learning of three additional months progress (Torgerson, 2018)
|Half termly support and challenge meetings from Trust SIP||Autumn and Spring Terms|
26x 1.5 days (DW) - 189.54/ 94.77
4928.04 / 2464.02
26x 1.5 days (SY) 198.41 / 99.21
5158.66 / 2579.46
26x 2.0 day (SBi) - 158.50
£34536.11 (£34,000 DfE allocation / £536.11 additional school allocation