Summary
- Total Number of Pupils: 542
- Total catch-up premium budget: £43,176
The government COVID-19 catch-up premium has been established to mitigate the effects of the unique disruption caused by coronavirus. The grant will only be available for the 2020-21 academic year. Schools should use this funding for the specific activities to support pupils to catch up for lost face to face teaching time over the previous months. To support schools to make the best use of the funding, the EEF has published a support guide which can be found here.
A summary of their suggested best practice is as follows:
Overarching Strategy
Specific Strategy
Teaching and Learning and academy wide strategies
Quality first teaching
Pupil assessment and feedback
Transition support (new year 7 and return to all students school)
Targeted approaches
1 to 1 and small group tuition
Intervention programmes
Extended school time
Wider strategies
Support for parents and carers
Access to technology
Summer support
Strategy Statement
Systematic review, recorded in the academy’s R2LAB (return to LAB) plan, of student progress – academically and pastorally,began during the period of disruption to ‘normal’ education caused by the Covid-19 pandemic. This continues and has included analysis of student engagement to learning, academic progress – subject specific and reading ages, subject related skill acquisition and development, pastoral development, health and wellbeing. Progress has been measured using quantitative and qualitative assessment by teacher and support staff as well as through student and parent voice activities.
The following areas have been identified as our key catch-up priorities:
- Delivery quality first teaching under covid-19 restrictions;
- Curriculum content gaps, in particular those in EBACC subjects;
- Skill acquisition and development in practical subjects;
- Student wellbeing and pastoral care to overcome new or growing barriers to learning.
The core approaches we are implementing to mitigate the impact of disruption to learning and pastoral care:
- The development of quality first teaching under covid-19 restrictions, including online teaching;
- Increased teacher capacity in English and maths;
- Targeted support for EBACC subjects, where appropriate;
- Increased capacity of academic and pastoral support teams to meet the needs of all pupils and overcome barriers to learning.
The overall aims of our catch-up premium strategy:
- To reduce the attainment gap between disadvantaged students and their peer;
- To raise the attainment of all pupils to close the gap created by COVID-19 school closures
- Provide effective emotional wellbeing support for all students, meeting their varied pastoral needs in a changing world
Planned expenditure for current academic year
Action
Targeted PD: Subject specific content; Questioning; Digital learning; Differentiation; Stretch and challenge.
Intended outcome and success criteria
Increased % highly effective teaching
Reduced gap between disadvantaged student outcomes and those of their peers
Recovery curriculum achieved
What’s the evidence and rationale for this choice?
Combine professional knowledge with robust evidence about approaches that are known to be effective. Refer to:
Outcomes from module 1 QA activities
How will you make sure it’s implemented well?
MLT/SLT review of implementation plan every module,
Modular monitoring through the quality assurance programme including – Learning walks (virtual/ door drop-in) and Work scrutiny
R2LAB plan scrutiny as part of line management process
Staff Lead
ENL/ JCE
When will you review this?
Every module as part of the QA process
Modular progress meetings
Action
IRIS – digital QA software
Intended outcome and success criteria
Review the quality of teaching and encourage teacher ownership of professional reflection and development
Increased sharing of good practice (in academy and across LAT)
What’s the evidence and rationale for this choice?
Covid restrictions limit the length and depth of QA procedures, digital technology enables teachers and leaders to review practice virtually.
Single people departments require support and modelling from subject specialists, this is achievable from sharing practice with others across LAT.
How will you make sure it’s implemented well?
Engagement with LAT IRIS group
Effective PD roll out to train staff and leaders
Time allocation for use and reflection
Staff Lead
ENL/ JCE
When will you review this?
Every module as part of the QA process
Action
Increased English and maths teaching capacity
Intended outcome and success criteria
Facilitate smaller groupings where appropriate
Deliver targeted interventions
Charge progress and reduce gaps
What’s the evidence and rationale for this choice?
Gap analysis from R2LAB plan shows lockdown content is not secure in certain topic/ units
Year 7 students are on average 11 months behind where they should be nationally at this stage in English
Gap between disadvantaged and non disadvantaged progress growing in year 8.
How will you make sure it’s implemented well?
Create target groups based on assessment data outcomes.
Interventions monitored through ongoing progress checks. Groups may change depending on assessment outcomes.
Staff Lead
DMN/ PAH
When will you review this?
Fortnightly with DoL’s and every module with SLT
Action
EBACC subject tutors including Spanish language assistant
Intended outcome and success criteria
Deliver targeted interventions
Charge progress and reduce gaps in all students
Pre GCSE preparation for year 9
What’s the evidence and rationale for this choice?
Gap analysis from R2LAB plan shows lockdown content is not secure in certain topic/ units
Spanish speaking needs targeting following lockdown
Support for key groups – PP, SEND, HAPs
How will you make sure it’s implemented well?
Tutor programme led by VP – Curriculum
Students involved identified based on assessment outcomes
Parental engagement to ensure all stakeholder buy in
Scheduled meetings between middle leaders and tutors to ensure targeted areas are covered and progress measured
Staff Lead
DMN/ MLT
When will you review this?
Fortnightly with DoL’s and every module with SLT
Action
GCSE POD
Intended outcome and success criteria
Increase subject knowledge and provide extended stretch for HAP students across all subject areas
What’s the evidence and rationale for this choice?
HAP progress is below required level and the academy strategy would be well supported by this digital resource
How will you make sure it’s implemented well?
Staff training
Effective implementation process led by VP- curriculum and MLT
Targeted students invited to access
Staff Lead
DMN/ MLT
When will you review this?
Fortnightly with DoL’s and every module with SLT
Action
Year 7 transition
Intended outcome and success criteria
Successful transition to secondary school for year 7 students
High attendance
Strong emotional resilience
What’s the evidence and rationale for this choice?
Face to face transition was not possible and students will be forming our yr 7 cohort from across 47 feeder primary schools, support required with building positive friendships.
Academy arrangements will be reviewed throughout the year and possible changes made to structure. This will require ongoing work as class groups may increase to larger bubbles.
How will you make sure it’s implemented well?
Collaborative work with feeder primary schools and target families to gather information and form positive relationships
Monitor wellbeing and pastoral needs of year 7 students to ensure planned activities target needs.
Assess the impact of interventions using:
Attendance, behaviour reports and students and parent/ carer surveys
Staff Lead
CLR/ DDY
When will you review this?
Modular
Action
Non secondary ready intervention
Intended outcome and success criteria
Close the gap between non secondary ready and peers in English and maths
What’s the evidence and rationale for this choice?
Awaiting KS2 data from baseline assessments
How will you make sure it’s implemented well?
Progress of targeted students tracked and interventions adjusted/ implemented to ensure all gaps closed.
Staff Lead
DMN/ PAH/ SLT
When will you review this?
LM meetings with DMN/ PAH
Modular with SLT
Action
Increased Bromcom credit
Intended outcome and success criteria
Greater communication required with parents/ carers
What’s the evidence and rationale for this choice?
C-19 case communications (required isolation)
Virtual communication replacing face to face when required.
How will you make sure it’s implemented well?
Parent/ carer feedback
Staff Lead
ESH/ HEH
When will you review this?
Modular