COVID Catch-Up Premium

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

Quality of teaching for all

Action

Targeted PD: Subject specific content; Questioning; Digital learning; Differentiation; Stretch and challenge.

Intended outcome and success criteria

What’s the evidence and rationale for this choice?

How will you make sure it’s implemented well?

Staff Lead

When will you review this?

Increased % highly effective teaching

Reduced gap between disadvantaged student outcomes and those of their peers

Recovery curriculum achieved

Combine professional knowledge with robust evidence about approaches that are known to be effective. Refer to:

Outcomes from module 1 QA activities

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

ENL/ JCE

Every module as part of the QA process

Modular progress meetings

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

What’s the evidence and rationale for this choice?

How will you make sure it’s implemented well?

Staff Lead

When will you review this?

Review the quality of teaching and encourage teacher ownership of professional reflection and development

Increased sharing of good practice (in academy and across LAT)

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.

Engagement with LAT IRIS group

Effective PD roll out to train staff and leaders

Time allocation for use and reflection

ENL/ JCE

Every module as part of the QA process

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

Total Budgeted Cost: £8,000

Targeted support

Action

Increased English and maths teaching capacity

Intended outcome and success criteria

What’s the evidence and rationale for this choice?

How will you make sure it’s implemented well?

Staff Lead

When will you review this?

Facilitate smaller groupings where appropriate

Deliver targeted interventions

Charge progress and reduce gaps

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.

Create target groups based on assessment data outcomes.

Interventions monitored through ongoing progress checks.  Groups may change depending on assessment outcomes.

DMN/ PAH

 

Fortnightly with DoL’s and every module with SLT

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

What’s the evidence and rationale for this choice?

How will you make sure it’s implemented well?

Staff Lead

When will you review this?

Deliver targeted interventions

Charge progress and reduce gaps in all students

Pre GCSE preparation for year 9

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

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.

DMN/ MLT

Fortnightly with DoL’s and every module with SLT

Action

GCSE POD

Intended outcome and success criteria

What’s the evidence and rationale for this choice?

How will you make sure it’s implemented well?

Staff Lead

When will you review this?

Increase subject knowledge and provide extended stretch for HAP students across all subject areas

HAP progress is below required level and the academy strategy would be well supported by this digital resource

Staff training

Effective implementation process led by VP- curriculum and MLT

Targeted students invited to access

DMN/ MLT

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

Total Budgeted Cost: £20,000

Other approaches

Action

Year 7 transition

Intended outcome and success criteria

What’s the evidence and rationale for this choice?

How will you make sure it’s implemented well?

Staff Lead

When will you review this?

Successful transition to secondary school for year 7 students

High attendance 

Strong emotional resilience

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.

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

CLR/ DDY

Modular

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

What’s the evidence and rationale for this choice?

How will you make sure it’s implemented well?

Staff Lead

When will you review this?

Close the gap between non secondary ready and peers in English and maths

Awaiting KS2 data from baseline assessment

Progress of targeted students tracked and interventions adjusted/ implemented to ensure all gaps closed.

DMN/ PAH/ SLT

LM meetings with DMN/ PAH
Modular with SLT

Action

Increased Bromcom credit

Intended outcome and success criteria

What’s the evidence and rationale for this choice?

How will you make sure it’s implemented well?

Staff Lead

When will you review this?

Greater communication required with parents/ carers

C-19 case communications (required isolation)

Virtual communication replacing face to face when required.

Parent/ carer feedback

ESH/ HEH

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

Total Budgeted Cost: £15,000