Academic Year
2020-2021
Catch Up Funding Allocation
£32,480
Schools should use this funding for specific activities to support their 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 have the flexibility to spend their funding in the best way for their cohort and circumstances.
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 students. Schools should use this document to help them direct their additional funding in the most effective way.
Teaching & whole school strategies
Supporting great teaching
Pupil assessment and feedback
Transition support
Targeted approaches
One to one and small group tuition Intervention programmes
Extended school time
Wider strategies
Supporting parent and carers
Access to technology
Summer support
Reading
On return to school, children from Year 2 to Year 6 completed the summer term NTS test from the academic year they have just left. When compared to the equivalent spring term NTS test, results show all year groups standardised score dropped:
Year 2 -12
Year 3 -5
Year 4 -5
Year 5 -5
Year 6 -6
It was already hypothesised by the SLT that the impact on younger children would be most significantly impacted on. Therefore, school proactively purchased Read Write Inc synthetic phonics scheme when catch up funding was announced. Initial Year 1 data in September showed only 47% of children were meeting the expectation and Year 2 data showed 45% of children were meeting the expectation. This is significantly lower than the equivalent baseline for our new Reception intake.
Writing, Grammar, Spelling
Teacher formative assessment and initial Comparative Judgement assessments in Year 3 and Year 5 show that lockdown has had a significant impact on writing. In particular, handwriting, spelling, grammar and stamina. Early indications suggest stamina is slowly building back up however significant gaps in spelling and grammar knowledge remain, with handwriting accuracy and fluency a concern across school.
Mathematics
On return to school, children from Year 2 to Year 6 completed the summer term NTS test from the academic year they have just left. When compared to the equivalent spring term NTS test, results show all year groups standardised score dropped:
Year 2 -8
Year 3 -12
Year 4 -7
Year 5 -8
Year 6 -9
Year 1 teacher formative assessment is in line with the above impact. Internal number facts & times tables assessments show a wide range of attainment.
Wider Curriculum
Children inevitably have gaps across the wider curriculum. This is most evident in subjects where cumulative knowledge and understanding is vital to support future success such as Science, History, Geography, Computing and Languages.
Wellbeing
As with the rest of the country, our children have had a range of experiences during lockdown. On return to school in September, as a collective, our children were extremely pleased to be back and their behaviour has been similar to before lockdown. It is clearly evident they have missed contact with other children. We are aware of individual children who's experiences will need support in school in the coming weeks and months.
Read Write Inc
Desired Outcomes:
• All children make rapid progress in learning and applying the phonetic code.
• Phonics screening check results 90%+
• All children can access book and novel study approaches.
• Letter formation is accurate.
• Cognitive load of basic writing process is minimalised.
Cost:
• Purchase of Read Write Inc scheme. £15862
• Employment of 2 additional teaching assistants to maximise impact. £26298
• Reading leader release time. £8000
• Remote training for reading leader and all staff delivering RWI. £1500
Power Maths
Desired Outcomes:
• NTS test results show Number and Calculation is rising rapidly, following the lockdown dip.
• Standardised scores return to pre-lockdown levels by autumn 2021, rising thereafter.
• Teacher expectation increased.
Cost:
• Purchase of Power Maths scheme. £9038
• Mathematics leader training, including Maths Hub support release time. £300
• Mathematics leader release time for staff training. £300
Knowledge led curriculum development
Desired Outcomes:
• A highly structured, sequential and progressive curriculum is designed for all subjects.
• Children's gaps in core knowledge due to COVID are filled and their knowledge quickly reaches beyond pre-lockdown levels.
• Teachers know what knowledge is necessary before teaching new content and are concious of the big picture for each subject.
Cost:
• Subject leader release time. £4375
• Purchase of scheme elements, where necessary. £930
Transition (videos, map, summer term zoom call, summer holiday contact via Class Dojo)
Desired Outcomes:
• New & existing parents know where to go within school, ensuring attendance is high.
• Children and parents are familiar with new teachers, minimising anxiety and ensuring attendance is high.
• Children's individual situations and needs, following lockdown, are quickly communicated and planned for, minimising anxiety and ensuring children are able and ready to learn.
Cost:
• Teacher's time.
1:1 Read Write Inc sessions within and before the normal school day
Desired Outcomes:
• Year 2 children taking part in 1:1 before school sessions make rapid progress.
• Other EYFS, KS1 and SEN KS2 children taking part in 1:1 sessions make rapid progress.
Cost:
• 1:1 RWI packs. £500
• Increased Teaching Assistant hours. £7000
Small group reading fluency interventions
Desired Outcomes:
• All KS2 children are able to access the Novel Study approach.
• All KS2 children are able to read age appropriate books.
Cost:
• Reading Leader time.
• Teaching assistant training.
Small group catch up after the normal school day
Desired Outcomes:
• Children taking part are more secure in their understanding in the areas of Number, Place Value and Fractions, with gaps filled and misconceptions corrected.
Cost:
• Teacher's time
Small group number and calculation interventions
Desired Outcomes:
• Children taking part are more secure in their understanding in the areas of Number, Place Value and Fractions, with gaps filled and misconceptions corrected *These sessions focus on children who have less significant gaps than those addressed during the school day.
Cost:
• Teaching assistant training.
Showbie online learning platform
Desired Outcomes:
• All children have access to Showbie in the case of any isolations.
• All children can continue learning from home in the case of any isolations or closures.
• Teachers use Showbie to enhance existing teaching and learning, offering opportunities for learning beyond the classroom (e.g. a sequence of learning built within Showbie that specific children can access to support their learning at home, writing targets shared with resources to support development).
Cost:
• Showbie subscription. £1200
Introduction of Jigsaw PSHE curriculum
Desired Outcomes:
A structured approach that enables all children to build on their PSHE, in particular:
• Children are able to socially interact appropriately.
• Minimal bullying (on and offline) occurs and when it does, children have strategies they can take.
• Children see themselves in a positive light and can talk positively about themselves and their actions.
Cost:
• Purchase of Jigsaw scheme. £3000
• Subject leader training.
• INSET & staff meeting training.
Increased ELSA support for targeted 1:1 sessions
Desired Outcomes:
• Children with specific needs following lockdown are given appropriate support
• Children with specific needs following lockdown feel happy and safe in school and are able to learn at the same rate of progress as other children
Cost:
• ELSA teaching assistant increased hours, covered within TA existing hours.
Total Expenditure
£85,303
Total from COVID Catch Up Funding
£32,480
Total from School Budget
£52,828