COVID catch up premium plan for 2020-21 

Catch-Up Premium Plan

Harestock Primary School 

 

Summary information
School Harestock Primary School
Academic Year 2020-21 Total Catch-Up Premium £ 19,040 Number of pupils 237

 

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 year Reception through to 6.

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.

 

Use of Funds EEF Recommendations
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.

 

 

 

The EEF advises the following:

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

⮚       Extended school time

 

Wider strategies

⮚       Supporting parent and carers

⮚       Access to technology

⮚       Summer support

 

 

Identified impact of lockdown
 

Maths

 

Specific content has been missed, leading to gaps in learning and stalled sequencing of journeys. Children still have an appetite for maths and lockdown has not affected their attitudes however they are quite simply, ‘behind’.

 

Recall of basic skills has suffered – children are not able to recall addition facts, times tables and have forgotten once taught calculation strategies.

 

Writing

 

Children haven’t necessarily missed ‘units’ of learning in the same way as Maths, however they have lost essential practising of writing skills. GAPs specific knowledge has suffered, leading to lack of fluency in writing. Those who have maintained writing throughout lockdown are less affected, however those who evidently didn’t write much have had to work additionally hard on writing stamina and improving their motivation due to the lack of fluency in their ability to write.  In the infants particularly, the children who had experienced the least amount of time in school overall prior to lockdown, self-help skills and independence have been very noticeably affected.

 

Reading

 

Children accessed reading during lockdown more than any other subject. This is something that was more accessible for families and required less teacher input. However, children are less fluent in their reading and the gap between those children that read widely and those children who don’t is now increasingly wide.

 

 

SIP Targets:

For staff to plan and teach a curriculum where:

·         1) Outcomes continue to improve for Pupil Premium children in reading, writing & maths.

·         2) Standards remain higher than National expectation at end of KS1 and Reading and Writing at end of KS2.

·         3) Standards are at least National for maths for end of KS2

·         4) End of KS2 progress for Reading, Writing and Maths is at least in line with National

·         5) The teaching of reading skills across the Infants and LKS2 is developed further

·         6) The children’s literary experience is improved due to a greater number of quality texts taught to the Year groups across each year

Success criteria by July 2021:

·         For specific children to be back on track with attainment due to additional intervention through the year

·         The Autumn term English and Maths planning delivered to classes ensured the children had a firm foundation of key knowledge on to which they could build

·         Pupil Premium children attain higher than similar national and the attainment gap with non-pupil premium children nationally is closing.

·         Pupil Premium children make as much or more progress compared with non-pupil premium children in school.

·         Attainment is at least in line with National at the end of KS2 for maths.

·         KS1 and KS2 Writing attainment remains above National (2019:Y2=78% and Y6=81%).

·         The explicit teaching of reading skills including reciprocal reading techniques are embedded across the school.

 

 

Planned expenditure – The headings below are grouped into the categories outlined in the Education Endowment Foundation’s coronavirus support guide for schools)
    i.    Teaching and Whole-School (& whole Key Stage) Strategies
Objective Chosen Approach Time Scale & Anticipated Cost Impact (once reviewed) Staff lead Review date?
Supporting Great Teaching

 

To implement the 13 week HIAS catch up planning for maths and English to focus on key areas of the previous year’s curriculum which were missed.

Have HIAS English twilight training for all staff.

Teachers implement the HIAS catch up planning during their PPA into their daily lesson planning, tweaking content when necessary to match the needs of the children in their class.

 

HIAS to work with Year 1/2 and Year 3/4 teachers for ½ a day in the Autumn term, and Year 4/5/6 teachers in the Spring term, to identify next steps in the planning process for their classes and support high quality teaching of English learning journeys based on quality texts.

HIAS catch up planning to be implemented for Autumn Terms 1&2.

 

HIAS planning support during Autumn/Spring Terms.

 

£900

English & Maths managers (AJ&BT) and class teachers End of Autumn Term 2
Supporting Great Teaching

 

To ensure SPAG homework is compatible with Year group expectations and that it is accessible for all (some year groups complete a different year group).

Purchase Year 3-6 SPAG booklets for weekly homework activities

Children complete specific pages for homework which are then discussed back at school for feedback and additional intervention if necessary.

£135 for Year 3/4

£262.50 for Year 5/6

Junior teachers End of Autumn Term 2
Total budgeted cost £1,297.50

 

  1. Targeted approaches
Objective Chosen Approach Time Scale & Anticipated Cost Impact (once reviewed) Staff lead Review date?
One to One and Small Group Tuition

 

To address the gaps in knowledge and lack of the practise of key skills in English.

Using 3BM tracker from 2019-20 to identify gaps in curriculum and daily A4L information class teachers , the class teacher is released for 2 hours to work 1-1 or in small groups with identified children.

This is either a pre-teach capacity or a consolidation capacity based on the week’s objectives as additional teaching is required.

 

This will happen for Ladybird, Owl, Puffin and Otter class (Yr 1-4) on a weekly basis and for Panda, Panther & Dolphin classes in the Spring term on a 3 week rotation until the end of the summer term.

At the end of the Autumn term it will then be evaluated to ascertain the catch up provision for the Spring / Summer term.

L, O, P, O classes = Weekly on a Friday for 28 weeks

 

Year 3/4 LSA intervention 2.25hr a week for 27 weeks

 

P, P, D classes= 1/2 day supply from 2/11/20 for 27 weeks

 

Total £7,028

Class teachers End of Autumn Term 2
One to One and Small Group Tuition

 

To address the gaps in knowledge and lack of the practise of key skills in Maths, particularly number and place value.

Using 3BM tracker from 2019-20 to identify gaps in curriculum and daily A4L information, the class teacher is released for 2 hours to work 1-1 or in small groups with identified children.

This is either a pre-teach capacity or a consolidation capacity based on the week’s objectives as additional teaching is required.

 

This will happen for ladybird, Owl, Puffin and Otter class (Yr 1-4) on a weekly basis until 18th Dec and for Panda, Panther & Dolphin classes in the Spring term on a 3 week rotation.

It will then be evaluated to ascertain the catch up provision for the Spring/ Summer term.

L, O, P, O classes = Weekly on a Friday for 28 weeks

 

Year 3/4 LSA intervention 2.25hr a week for 27 weeks

 

Total £5,535

 

Class teachers End of Autumn Term 2
Total budgeted cost £12,563

 

 

  1. Wider Strategies
Objective Chosen Approach Time Scale & Anticipated Cost Impact (once reviewed) Staff lead Review date?
Supporting Parents and Carers

(Home Learning provision)

 

Support families by giving children greater opportunities to access learning at home. Home-learning opportunities will not always require parents to engage with the activities, affording the children greater independence and increasing the likelihood that parents can sustain home-learning.

 

Give children access to appropriate stationery and paper-based home-learning if required so that all can access learning irrespective of ability of child/parent to navigate the online learning.

 

Online learning platform ‘Purple Mash’ will be purchased and teachers will be trained in using this to set home learning tasks. This will then be used in the event of bubble or whole school lock downs.

 

 

 

Additional online learning resource ‘Times Tables Rockstars’ will be purchased, to support children with maths practise at home.

 

 

 

 

 

 

 

5-day home-learning paper packs are printed and ready to distribute for self-isolating children. Stationery packs are to be purchased and set aside for children to take home when home-learning occurs. 

Purchased and implemented by September 2020.

 

 

 

£732 for first year of a 3 years subscription Purple Mash

 

 

 

 

 

 

£400

 

 

 

Total: £1132

Online learning/ home learning resources: JS & Computing subject manager NB. End of Autumn Term 2
Access to Technology

 

Enable all children to access online learning when required.

 

Children and parents will have access to teachers during periods of lockdown through zoom meetings with teachers. Assemblies can continue remotely through zoom.  Staff will be able to meet remotely for staff meetings for enhanced safety.

30 Chromebooks will be purchased to be made available, where necessary, to those children who have been identified as not yet having sufficient access to online learning at home.

 

 

Webcams will be purchased for all classrooms to facilitate enhanced home-learning through zoom meetings with children and for staff meetings, assemblies & parent-teacher meetings. 

Purchased September 2020.

 

£3000

 

 

£400

 

 

Total: £3400

 

JS End of Autumn Term 2
Supporting Parents and Carers

 

To ensure there is pastoral support daily before/ during the school day for children and parents alike, to address / support anxiety issues/ delayed PSED development which may arise.

 

Member of staff to be on the Junior playground from 8.30am – 8.45am daily as a first point of contact for families and children

 

1 x lunchtime supervisor additional 15 minutes a day for Physical, Social, Emotional development of specific children.

Daily

 

 

 

 

 

Total £1500

JS & JC End of Autumn Term 2
Summer holiday Support

NA

 
Total budgeted cost £6032

 

 

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