Schools should use catch up funding for specific activities to support their pupils to catch up for lost teaching over the previous months, in line with this guidance from the DfE:
Schools’ allocations will be calculated on a per pupil basis, providing each mainstream school with a total of £80 for each pupil in reception through to 11. 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.
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:
Allocations have been calculated on a per pupil basis, providing each mainstream school with a total of £80 for each pupil:
Number of pupils eligible for the Catch Up grant
Number of pupils on roll
Total number of pupils eligible for Catch Up grant
Amount of catch up received per pupil
£12834 this financial year
£9165 coming in Summer 2021
We have chosen to use the catch-up premium to fund:
A part-time teacher to lead on catch-up interventions for maths, reading and spelling identified by class teachers.
Support great teaching.
Provide transition support for year 3 children.
Re-conditioning of laptops for pupil use.
Impact when reviewed
How will we know the provisions have worked?
Provision maps on Edukey have the right children and the right targets that need intervention catch-up support based on gaps on their knowledge.
All pupils have a moderated baseline (term 1 entry data) and tracked through each long term. Interventions tracked for impact – gaps identified at baseline narrowed and vast majority of pupils are back in line with their expected trajectory (based on spring 2019 data).
Assessment data shows progress and gaps narrowing for both targeted children and core children.
Pupil progress meetings (termly) will be used to analyse where the children are academically and will evidence whether they are making the progress needed.
Extended school hours through staggered starts and finishes allows for ‘purposeful practise’. Al children and targeted children can reinforce key skills that have been identified in teacher gap analysis. Progress evidenced in termly data and pupil progress meetings.
Support great teaching:
Consistent approaches across all classes with a focus on Quality First Teaching – targeted children receiving targeted instruction/support from teachers.
Writing training and writing moderation training for all year groups mean a consistent understanding of writing standards across all year groups. Allowing for better targeted teaching of writing and improvement of writing skills. Again this will be reviewed and evidenced in termly pupil progress meetings.
Provide transition support for year 3 children:
Virtual tours and meetings are held to support the transition of year 3 children and new pupils joining the school.
Phonics intervention set up by part-time teacher show children making progress. Evidenced by baseline and termly data. Also discussed in pupil progress meetings.
Re-conditioning of laptops for pupil use:
All children in isolation have access to technology to take part in online learning.
All strategies outlined are in line with the EEF guidance linked above.