Catch Up Plan
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 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.
We at Mary Dean’s CE Primary will ensure that we use Covid Catch Up premium to address all the needs of our children including academic and social /emotional needs.
The EEF advises the following: Teaching and whole school strategies e.g. Supporting great teaching, Pupil assessment and feedback and Transition support Targeted approaches e.g. One to one and small group tuition, Intervention programmes and Extended school time Wider strategies e.g. Supporting parent and carers, Access to technology and 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 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.
In 2020/21 the total Catch Up Premium is £24,560 (307 pupils)
The school’s Governors and Head Teacher will target this allocation towards the following provision:
Children’s emotional health and well-being
Natural anxiety on return to school for those who have been at home.
All staff to have an acute awareness of the issues surrounding all families.
Designated teachers and leaders to keep communication lines open with families and to check in regularly during any period of isolating or lockdown.
All vulnerable children to be accounted for.
Those who receive additional support to continue to access this remotely if another lockdown presents itself.
All children will need opportunities to talk and explore their feelings in a safe and secure environment.
Additional PSHE curriculum resources to support children in discussion and activity.
Further groups for building friendship groups and social skills following long periods of lockdown.
Additional Lego groups and resources.
Use of the grounds and outdoor classroom to develop the sense of belonging and well-being when at school.
Additional breaks during the day to support mental health.
Good knowledge of families and potential stressors
Children feel safe to be in school
Children can share their thoughts and feelings
Grounds and facilities are well-used
Quality first teaching for all children
Children are in mixed age and ability groups across the school
Time spent by classroom staff getting to know children and finding their strengths and areas for development.
Children will be able to access high quality learning experiences and will have access to swift intervention if they need it.
End of year results
Accurate assessment to inform future planning
PIRA/PUMA test booklets
All children will be tested in the Autumn 2020 and Summer 2021 to give a benchmark on attainment and progress across the year.
Data to be analysed and gaps identified addressed by either classroom teaching or by specific intervention.
End of year results
Purchase of CGP work books for all pupils in Reading comprehension, phonics, handwriting, mental maths and maths
Children to keep work books at home. Books can be used to support new learning or to re-visit work already covered to assure deeper understanding.
Purposeful activity to support parents who do not have either the technology or knowledge to support their children’s learning during periods of isolation or lockdown.
Engagement of families with home learning
Feedback from parents
Purchase of Chrome Books.
Opportunity to loan devices to families who do not have technology at home.
Support for disadvantaged children
Children able to be online at home.
Better engagement in learning for all families
Feedback from parents
TA to provide tailored intervention following identification of learning gaps
TA to work with identified groups and individuals on specific areas as gaps are identified through assessment processes.
Focus on Years 1 and 2 initially
Children speedily address misconceptions and misunderstandings.
Children can keep up in class with their peers
End of year outcomes in line with peers
Provision for Times Tables Rock Stars
Children can have continuous, online access to improve their tables skills.
Children are fluent in recalling their tables.
Support for parents who have found lockdown has brought challenges
School budget/MAST contribution
Parents to be offered 1-1 sessions with Family Support Worker for support with home life on request.
Parents have new coping strategies
Parents able to gain additional support
Transition of pupils throughout the school ready for September 2021
Children to meet staff they have become unfamiliar with through visits and assemblies. Some staff movement between groups will require additional staff to cover.
Teacher to teacher meetings to ensure transfer of all relevant information about all children
Children are familiar with staff with whom they will be working in September 2021
Staff have secure knowledge of needs of children they will receive in September 2021.
Reduce family pressure during holiday periods
Subsidised places for FSM children.
Holiday clubs held at school during Easter, Summer half term and Summer holiday to reduce pressure on families.
Improved opportunities to support wider family’s mental health.