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COVID-19 catch-up premium

The Department for Education has allocated £43,200 to help targeted students catch-up on missed learning after the first lockdown period, during which schools were closed. This equates to £80 per student. 

In 2020-21 these monies are being used to fund:

  • A reading intervention programme: Lexia- 40 children in primary take part in 3x 30- minute sessions per week 

  • Individual reading sessions with teachers/ LSA's for those students who have fallen behind in reading- Reading 1:1 at least 3 times per week.  

  • Additional teaching in English in small groups every day to improve reading and writing.

  • Reduced class sizes in English to address the needs of targeted students.

  • Small focussed group maths sessions in Year 1 and 2. 

  • Additional staff in Reception to support NELI speech and language programme.

  • Teacher-led phonics sessions for identified children in Reception.

  • An Easter School for identified students to receive specialist support across core areas in our primary phase (65 students)  and Ebacc subjects at KS3

  • An identified member of staff to run weekly nurture sessions in the allotment for children requiring emotional support.

  • Co-curricular clubs offered to every student in Year 1 upwards- including dance, language, computing, French, Spanish, Art, Young Leaders

  • A reading intervention programme: Lexia.
  • Individual reading sessions with teachers for those students who have fallen behind in reading. 
  • Additional teaching in English in small groups to improve reading for meaning and writing.
  • Reduced class sizes in English and Maths to address the needs of targeted students.
  • LSA support and intervention throughout the curriculum.
  • An Easter School for identified students to receive specialist support across core areas in our infant school and Ebacc subjects at KS3
  • The purchase of texts and resources for small, specifically focused classes in English and Mathematics. 
  • Additional teaching in Mathematics focusing on developing the numeracy and algebra of targeted students. Additional Mathematics homework clubs support targeted students.
  • A specialised curriculum in Maths and English in specific classes for those students who are most behind. 
  • Extra staffing used to support students in both Maths and English classes, and across the school.  
  • After-school catch-up sessions in all years and in all subjects to support students who have fallen behind at the start of the academic year. 

 

WHAT DOES THE RESEARCH TELL US?

A recent review of remote teaching conducted by the EEF found that remote learning can be effective, given the right conditions (EEF, 2020). Therefore, students who have engaged effectively in home learning are less of a risk.

Sutton Trust, 2020; (Institute for Fiscal Studies, 2020) suggest that children from the most disadvantaged families are spending less time on learning activities, are submitting less work and typically have access to fewer resources at home.

Education Endowment Foundation 2020: ‘Sustained support will be needed to help disadvantaged pupils catch up. It is highly likely that the gap will have widened when pupils return to school, even if the strongest possible migratory steps are put in place. Catch-up provision, including assessment of lost learning and targeted support, will be essential. However, it is unlikely that a single catch-up strategy will be succinct to compensate for lost learning due to school closures. There is a risk that high levels of absence after schools formally reopen poses a particular risk for disadvantaged pupils.’

ASCL Curriculum and Inspection Specialist Stephen Rollen 2020 ‘The identification of what pupils do/don’t know will be an important focus. We need to think about the approach that best suits the age of the pupils and the nature of the subject, while being mindful of the individual and cumulative picture for pupils. In many cases, teachers would be well advised to use low-stakes quizzes, small group conversations and good old Q&A to find out what pupils do/don’t know. The sense of urgency is understandable but that needn’t translate into high stakes for pupils.’

Cooper et al (1996) estimated that reading and language is most affected by school closure, “on average, summer vacations created a gap of about 3 months between middle and lower-class students”

Gershenson (2017) finds that over the summer higher-attaining disadvantaged children fall behind other higher attainers at a faster rate than other groups.

It is highly likely that the gap will have widened when pupils return to school, even if the strongest possible mitigatory steps are put in place. Approaches that could help pupils catch up include:

Targeted support for students, subjects and teachers.

System of support which is responsive to teachers’ needs as they arise

Ensure high levels of student attendance

Summary information

School

The Beaulieu Park School

Academic Year

2020-21

Total Catch-Up Premium

£43,200

Number of pupils

540

 

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

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

Writing

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. 

Reading

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.

English

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.

Science

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

Spanish

Lack of practise of vocabulary, conversation.

Humanities

See English

Non-core

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

(£1000)

 

 

 

Purchase additional manipulatives for EYFS/KS1and for tuition initially.

(£1000)

LSA and Key staff redeployed to deliver key interventions.

(£2,000)

 

 

 

 

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)

                                             (£4.039)

 

 

 

 

 

 

 

 

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)

(£10,305)

 

 

The Beaulieu Park School began working with an approved NTP organisation, but found the quality of delivery to be sub-standard. The school has therefore withdrawn from working with this provider. It is important that public money is spent on provision that will have the best possible impact and the school is committed to achieving that.

 

 

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)

                                          (£12,000)

 

 

 

 

 

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

                                             (3,975)

 

 

 

 

 

 

 

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.

                       (£1500)

 

 

 

 

 

 

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.

                            (£500)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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

65 Primary School children

£2,400 (smaller groups)

230 Secondary School children

£5,019 (groups of approx. 10)

    Mar 21

Summer Support

N/A

 

 

 

 

 

 

 

How will the effect of this expenditure on the educational attainment of identified pupils at the school be assessed?

  • All year 7 students are assessed on entry to the school and those students who need to ‘catch-up’ have been identified. In other years assessment took place at the start of the autumn term to identify those students in need of catch-up support.
  • Students are monitored over three formal periods of assessment in the academic year. There is one formal assessment per term. 
  • The assessments will identify those students who are not making appropriate progress. Additional support will be put in place to support these students. 
  • The final assessment of summer 2021 will show that the vast majority of students have caught up. However, the assessment cycle will identify any students who have failed to catch-up and if needed additional support will be given in the autumn term of 2021.