COVID-19 Catch Up
Catch up premium strategy statement 2020/21
| School: | Crondall Primary School | Academic year | 2020-21 | |
| Total catch-up premium budget: | £14,320 | Reviewed | March 2021 | |
| · To raise the attainment of all pupils to close the gap created by COVID-19 school closures
· To reduce the attainment gap between your disadvantaged pupils and their peers |
| barriers to future attainment | |
| In school barriers: (issues addressed in school such as low levels of literacy/maths) | |
| A | Missed curriculum content during lockdown which has resulted in gaps in learning that need to be filled before new content is taught. |
| B | Misconceptions in children’s learning resulting form inconsistencies in the quality and quantity of children’s educational experiences at home. |
| C | Impact of school closure on disadvantaged and vulnerable families due to: restricted/limited access to online learning, challenges for the parents to provide/support online learning and supportive learning environment. May result in a larger attainment gap for these children in comparison to their peers. |
| External barriers: (issues which require action outside school such as low attendance) | |
| D | Poor attendance of vulnerable/disadvantaged pupils due to parental anxiety around COVID-19 |
| E | Lack of supportive environment for home learning |
| DESIRED OUTCOMES | ||
| Desired outcomes | Success criteria | |
| A | By the summer of 2021 75% of children will have caught up and be on track | Internal data shows that children have made at least expected progress and are in line with national expectation for their year group |
| B | Vulnerable and disadvantaged children are targeted and supported to make accelerated progress in Reading, Writing and Maths | Internal data shows that children have made at least expected progress and are in line with national expectation for their year group |
| C | School attendance is in line with attendance figures from the previous academic year | Attendance is in line with the previous academic year.
Robust systems are actioned to support this, as per the school policy |
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PLANNED EXPENDITURE 2020-21 |
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| Quality of teaching for all | |||||
| Desired outcome | Action/approach | What’s the evidence and rationale for this choice? | How will you make sure it’s implemented well? | Staff lead | Review |
| By the summer of 2021 all children will have caught up and be on track | Teachers follow the school return plan to identify children’s gaps in learning in Reading, Writing and Maths
Gaps in curriculum are addressed in teaching and learning. Interventions and targeted catch up are in place
Teachers use staff meeting and PPA time to adjust the curriculum content and prioritise areas that need addressing
Learning behaviours are reestablished and expectation documents shared and revisited
Continue to develop contingency plans for home learning in case of isolation or confirmed case including online access for all Purchase of: Seesaw for home learning, Spelling programme, low KS2 attainers reading books, multi-sensory Reading books, Maths intervention, |
Evidence shows:
-high quality curriculum with clear progression skills and knowledge is essential to good progress -Research around specific guidance to improve and support professional development has great impact -reduced online access to learning impacts negatively on children ability to progress in line with peers who have access and/or support.
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Learning walks around school
Pupils conferencing PPMs Staff meeting time to regularly review curriculum and gaps in learning Robust plans to support home learning and parental views sought
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SLT and English and Maths leaders | |
| Vulnerable and disadvantaged children are targeted and supported to make accelerated progress in Reading, Writing and Maths | Teachers and TAs know disadvantaged pupils and target learners accordingly | EFF – Quality first teaching is most effective way to accelerate progress
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All staff are aware and target disadvantaged pupils
SLT, English and Maths Leaders monitor and observe disadvantaged pupils. |
SLT, English and Maths Leaders | |
| Total budgeted cost: | £2,200 | ||||
| Targeted support | |||||
| Desired outcome | Action/approach | What’s the evidence and rationale for this choice? | How will you make sure it’s implemented well? | Staff lead | Review |
| Restructure and expanding of staffing structure to ensure targeted, high quality interventions are led to enhance QFT
Specific targeted interventions used with small groups and individuals to ensure accelerated progress is made
Prompt addressing of gaps and misconceptions through high quality feedback and trail of new marking and feedback policy
Additional pastoral support provided to children who are struggling emotionally to build on confidence and resilience
CPD on supporting anxiety across the school |
Evidence shows:
-high quality curriculum with clear progression skills and knowledge is essential to good progress -Research around specific guidance to improve and support professional development has great impact -reduced online access to learning impacts negatively on children ability to progress in line with peers who have access and/or support. EFF – Quality first teaching is most effective way to accelerate progress
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Learning walks around school
Pupils conferencing PPMs Staff meeting time to regularly review curriculum and gaps in learning Robust plans to support home learning and parental views sought All staff are aware and target disadvantaged pupils SLT, English and Maths Leaders monitor and observe disadvantaged pupils |
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| Total budgeted cost: | £25,000 | ||||
| Other approaches | |||||
| Desired outcome | Action/approach | What’s the evidence and rationale for this choice? | How will you make sure it’s implemented well? | Staff lead | Review |
| School attendance is in line with attendance figures from previous academic year | Increase review of monitoring of attendance and action meetings/calls where appropriate
Government’s reopening of schools guidance implemented and shared
Review of plans for children non attendance due to COVID-19 or if school attendance drops below school expectations |
Research shows that children who regularly attend school make good progress | Bi-weekly review and analysis of attendance | AH/JL | |
| Total budgeted cost: | £850 | ||||
