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COVID Catch Up Funding

Catch-Up Premium and Curriculum Expectations 2020/21

 

 

Catch-Up Premium and Curriculum Expectations 2020/21

The DfE has allocated £650 million to be spent on ensuring all pupils have the chance to catch up and supporting schools to enable them to do so. Whilst headteachers will decide how the money is spent, the Education Endowment Foundation has published guidance on effective interventions to support schools. For pupils with complex needs, schools should spend this funding on catch-up support to address their individual needs. There is also an allocation of £350 million for a National Tutoring Programme, intended to deliver proven and successful tuition to the most disadvantaged and vulnerable young people.

 

The DfE has also set out the following Curriculum Expectations, to ensure that all pupils – particularly disadvantaged, SEND and vulnerable pupils – are given the catch-up support needed to make substantial progress by the end of the academic year.

 

Education is not optional

All pupils receive a high-quality education that promotes their development and prepares them for the opportunities, responsibilities and experiences of later life.

 

The curriculum remains broad and ambitious

All pupils continue to be taught a wide range of subjects.

 

Remote Education

DfE asks that schools meet the following key expectations:

1. Teach an ambitious and broad curriculum in all subjects from the start of the autumn term, but make use of existing flexibilities to create time to cover the most important missed content…In particular, schools may consider how all subjects can contribute to the filling of gaps in core knowledge, for example through an emphasis on reading.

2. Aim to return to the school’s normal curriculum in all subjects by summer term 2021.

3. Plan on the basis of the educational needs of pupils. Curriculum planning should be informed by an assessment of pupils’ starting points and addressing the gaps in their knowledge and skills.

 4. Develop remote education so that it is integrated into school curriculum planning.

 

1 Teaching

 • High-quality teaching for all

• Effective diagnostic assessment

• Supporting remote learning

• Focusing on professional development

 

2 Targeted academic support

• High-quality one to one and small group tuition

• Teaching Assistants and targeted support 2

• Academic tutoring

• Planning for pupils with Special Educational Needs and Disabilities (SEND)

 

3 Wider strategies

• Supporting pupils’ social, emotional and behavioural needs

 • Planning carefully for adopting a Social and Emotional Learning curriculum

 • Communicating with and supporting parents

• Supporting parents with pupils of different ages

• Successful implementation in challenging times

 

Catch-Up Premium Plan 2020/21

 

Rationale:

Following the 2020 and 2021 lockdowns due to the COVID-19 pandemic, schools have received an additional amount of money to provide catch-up support for those pupils that require it. At Cheadle Catholic Junior School, in order to utilise this additional funding in the best possible way, we have considered closely the research and advice put forward by the Education Endowment Foundation and used timely assessments of both children’s academic and personal development needs to inform our decisions. The table below outlines our intentional spend with a rationale accompanying each decision.

 

Amount of funding: 

Sept 20 – Mar 21 : £16,753 (Action plan 1)

Apr 21 – Aug 21 : £11,967 (Action plan 2)


 

Action Plan 2

Strategy

Rationale

Specific implementation

Cost

Expected impact

National tutoring Programme

‘Overall, evidence shows that small group tuition is effective and, as a rule of thumb, the smaller the group the greater the impact...studies suggest that greater feedback from the teacher, more sustained engagement in smaller groups, or work which is more closely matched to learners’ needs explains this impact.’ (EEF, Small group tuition research)

3 Year 5 groups and 3 Year 3 groups - (twice weekly) additional English sessions with the same external tutor (NTP). Tutors to liaise with class teachers to personalise plans to have maximum impact. External tutors to deliver Phonics sessions to Year 3 children

£122.50 per week x 6 weeks

 

£735

By providing reading interventions for identified children, Y5 children on track based upon their end of KS1 attainment.

 

By providing phonics interventions Y3 pupils all meet KS1 phonics threshold and are working at phase 6+

 

 

Intervention Programmes

‘There is extensive evidence supporting the impact of high-quality 1:1 and small group tuition as a catch-up strategy.

Teacher: 0.2 fte UPS3 01/12/2020 - 31/03/2021  

£3,712

To develop pupil participation, emotional regulation, improved team-work and peer relationship and increased engagement in learning.

Forest School sessions for pupils

The ethos and values of Forest - Children are afforded freedom to make choices about their own learning. Participants gain huge understanding about themselves, allowing self-concepts to be intrinsic rather than needing to be extrinsically motivated.

1 2hr session per week (x 12 weeks) led by Behaviour Support Service Forest Schools Team

£ 1,630.80

To develop verbal communication, motor skills, problem-solving,

Improved play skills and increased confidence.

 

To enable those pupils who have found post lockdown learning challenging to become more engaged with learning.

Intervention Programmes

‘There is extensive evidence supporting the impact of high-quality 1:1 and small group tuition as a catch-up strategy.

Teaching Assistant 2: 5 days

£3,742

By providing maths and reading catch-up interventions for identified children, children working at ARE by end of Spring term

Happy Summer Holidays!
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