COVID-19 catch-up premium

Covid 19, Catch-Up Premium Plan

Statement in light of additional school closures:

The Beaulieu Park School is committed to spending every penny of the catch-up funding allocation on its students. The additional disruption to face-to-face teaching from January 2021 means that our plans for the use of the catch-up funding have been disrupted. Secondary aged children can learn remotely, however, very young Infant School children (EYFS/Y1/Y2) find this more difficult and our intention is to spend this money for them for face-to-face tutoring to maximise impact. Ou arrangements are in place with our preferred tutor providers and we are We will resume this aspect of their catch-up provision when they return to school.

Summary information


The Beaulieu Park School

Academic Year


Total Catch-Up Premium


Number of pupils




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 years 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.

Use of Funds

EEF Recommendations

School 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.

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

Schools have the flexibility to spend their funding in the best way for their cohort and circumstances.

To support schools to make the best us 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.


Identified impact of lockdown


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 – some children are not able to recall addition facts, number bonds and have forgotten once taught calculation strategies.  This is reflected in maths assessments.


Children haven’t necessarily missed ‘units’ of learning in the same way as Maths, however they have lost essential practising of writing skills leading to a reduction of fluency in writing, weaker letter formation/handwriting – as reflected in their books.  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. 


Children accessed reading during lockdown. Through Bug Club in the Primary School and via a ‘mass-take-home’ of books on the eve before lockdown by secondary students. However, children are less fluent in their reading and the gap between those children that read and those children who don’t is now increasingly wide. The bottom 20% of readers have been disproportionately boys.


The impact on the skills described above are core to the impact on English more broadly. In addition to this, key content, connected to themes that correlate to those studied at GCSE have been missed.


Substantial parts of the curriculum missed and a broader more sustained impact re an inability to undertake practical science to any great degree.


Lack of practise of vocabulary, conversation.


See English


There are some significant gaps in knowledge – whole units of work have not been taught meaning that children are less able to access pre-requisite knowledge when learning something new and they are less likely to make connections between concepts and themes throughout the curriculum.  Children have also missed out on the curriculum experiences e.g. trips, visitors, powerful curriculum moments.


Planned expenditure – (The headings below are grouped into the categories outlined in the Education Endowment Foundation’s coronavirus support guide for schools)

  1. Teaching and whole-school strategies

Desired outcome

Chosen approach and anticipated cost

Impact (once reviewed)

Staff lead

Review date?

Supporting great teaching:


The foundation subject will be planned with increasing detail and considering for how pre-requisite knowledge will be taught alongside new learning so that knowledge gaps can be reduced.


Increase in frequency of Phonics and Numeracy sessions.


Withdrawal groups, focussed on different ability bands to make-up and accelerate progress


Despite the limitations placed on schools in terms of use of physical resources and the sharing of them, manipulatives are accessed regularly in Maths and this supports the practical learning.


Focus on Maths Passport and Literacy withdrawal for key students



Additional time for teachers to research and plan non-core subjects.  Release time and additional cover will be required to facilitate the additional PPA





Purchase additional manipulatives for EYFS/KS1and for tuition initially.


LSA and Key staff redeployed to deliver key interventions.






Feb 21

Teaching assessment and feedback:


Teachers have a very clear understanding of what gaps in learning remain and use this to inform assessments of learning that are aligned with standardised norms, giving a great degree in confidence and accuracy of assessments.






Purchase CAT4 tests for Y6 into Y7 to ensure a coherent and recognised assessment benchmark







  1. Targeted approaches

Desired outcome

Chosen approach and anticipated cost

Impact (once reviewed)

Staff lead

Review date?

1-to-1 and small group tuition


Identified children will have significantly increased rates of writing stamina, phonics and spelling knowledge.  They will be much more confident writers and dips in writing attainment will be negated.


Identified children will have 1-to-1 remote support in the key subject areas of Maths, English, Science and Humanities, to narrow any gaps.



Beaulieu Tutoring Programme (BTP) (Secondary)

Key staff to deliver a planned programme of interventions – after school, weekends and through the holidays.





A 1:1 tutor from the NTP (Fleet tutors) will support a range of KS1 pupils with English and Maths (inclusive of entry and exit data)










A 1:1 tutor from the NTP (Fleet tutors) will support a range of KS3 pupils with English, Maths, Science and Humanities (inclusive of entry and exit data)







An internally devised 1:1 tutor programme (BTP) will support a range of KS3 pupils with English, Maths, Science and Humanities (inclusive of entry and exit data)







Intervention Programme


Early Literacy Support intervention programme, supports those identified children in reinforcing their understanding of basic English/writing skills.








An appropriate interactive learning platform that is highly engaging and rigorous to raise standards through creativity (mapped to our curriculum)



Nuffield Trust Scheme




An intervention has been identified and purchased - Lexia. Staff within school are trained and they are able to deliver the intervention confidently (inclusive of entry and exit data).                                         (£1,840)

IT materials to support delivery                                                    (£2000)











Purchase and training of Purple Mash









Details TBC





3) Wider Strategies

Desired outcome

Chosen approach and anticipated cost

Impact (once reviewed)

Staff lead

Review date?

Supporting parents and carers


Children will have 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.


Children have 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.







Additional online learning resources will be purchased, such as XXX to support children reading at home. Likewise, XXX will be purchased so that children can practise spellings at home.








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























Feb 21














Feb 21

Access to technology


School to support with technology where children have no digital access.







Easter School

Targeted support for students not identified to take part in the NTP programme

70 Primary School children

£2,400 (smaller groups)

230 Secondary School children

£2,160 (groups of approx. 10)

    Mar 21

Summer Support