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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

 

 

 

 

 

Rationale:

Following the 2020 lockdown 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 1

Strategy

Rationale

Specific implementation

Cost

Expected impact

 

 

 

 

 

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: 5 days

01/01/2021 - 31/03/2021

 

 

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

 

£3,442

 

 

 

 

£3,712

 

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

Phonics and Spelling Intervention

Children make rapid progress when they have regular, daily access to high quality interventions

Site license for word shark

£299

Year 3 pupils secure in phase 5 and 6 phonics and can access age Year 3 spellings

Access to technology/

Access to high quality learning during periods of isolation

Pupil’s access to technology has been an important factor affecting whether they can learn at home. As pupils return to schools, technology could also be valuable; for example, by facilitating access to online tuition or support.

 

The purchase and set up of Seesaw

 

Purchase of 10 additional Ipads

 

 

£1570

 

 

£2700

 

 

 

All children have access to teaching and high quality feedback which moves them on - whether in school or working remotely.

Enabling progress during periods of isolation

In supporting isolating children to learn at home and it is essential that schools and families continue to work together Providing additional books and educational resources to families, with support and guidance for home and remote learning.

 

White Rose Maths Books

 

CGP Order

£1,350

 

£2,000

To ensure children receive a well planned and well-sequenced curriculum, whether at school or remotely.

To ensure that knowledge and skills are built incrementally, with a good level of clarity about what is intended to be taught and practised in each subject.

 

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 10 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.

 

 

 

£16,703

 

 

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