Covid Recovery Premium

COVID CATCH-UP FUNDING ALLOCATION 2020-2021

Objectives 2020/21	· To secure a comprehensive analysis of the gaps in learning for Maths and English for ALL year groups by end of term 1 · To prioritise gaps for all learners in all year groups, especially those year groups who were not in school during Summer 2020 · To ensure that all identified gaps in learning and catch up activities ensure progress · To ensure that impact of interventions matches intended outcomes
Responsibility Headteacher Teachers Teaching Assistants			Monitoring HT to monitor teaching activities Catch up impact reviewed/assessed by HT
Amount of Grant:			Total 2020-21 = £5200
Guidance
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 who are hardest hit. The aggregate impact of lost time in education may 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 year 6. 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.
Use of Funds				EEF recommendations
Schools 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 . Schools have the flexibility to spend their funding in the best way for their cohort and circumstances.				The EEF advises the following for Primary Schools: Teaching and whole school strategies ⮚ Quality first teaching with a priority curriculum for English and Maths ⮚ Pupil assessment and face to face feedback where possible ⮚ Learning platform to keep learning going when children are at home ⮚ Evidence informed CPD ⮚ Broad and engaging curriculum
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.				Targeted approaches ⮚ In class interventions ⮚ One to one and small group tuition led by teachers and TAs ⮚ Intervention programmes led by TAs ⮚ Focus on vulnerable learners Wider strategies ⮚ Support for extra curricular clubs ⮚ ELSA support
Identified impact of lockdown
Maths				Understanding and reasoning abilities were lower for all pupils, lowest 20% also had lower fluency in calculation and fractions
Writing				Pupils did not naturally apply edit, review or normal level of spelling and grammar to own work. Some lacked stamina for writing but this was a very short term issue. Handwriting had also suffered.
Reading				Abilities in inference and comprehension and the gap between those children that read widely and those children who don’t widened.
Other				The pupils who are in year 2, have had a disrupted reception and year one experience, so are showing significant gaps, remote education was less effective in the Reception when compared to KS2.
Area of Spend
· additional teaching assistant hours (to support groups of children and provide additional support in classrooms) · additional ELSA hours (to support individual and groups of children) · training for staff (to enable specific support in literacy, phonics and maths) · resources for use in intervention · additional staffing (PT teacher) small year 2 booster class (morning only small classes in Numeracy and literacy)
Impact (The school tracks the progress of all pupils, including those receiving additional support. This will be used to assess the impact of these strategies on pupil attainment).
Phonics/Spelling		All pupils had gaps in phonics closed and 100% passed the Phonics screening test
Reading		Pupils were given adult time to develop a love of reading, with access to real books that match interest. Use of fully verified phonics and decodable books resulted in all pupils acquiring better fluency and enjoyment in reading.
Writing		Children who missed opportunities to write were given targeted support in lessons to increase fluency in writing and apply phonic knowledge to their writing. Further intervention as needed was given to ensure plenty of opportunities to write. Literacy Subject lead working with class teacher to adapt planning.
Maths		Focusing on number bonds and place value – resulted in improved outcomes and fluency Maths intervention focusing on number bonds, times tables, fractions – delivered by HT and in class support Maths intervention focusing on 4 main operations, fractions identified in NFERS term 2. resulted in improved outcomes and fluency