Objectives

Outcomes

·          

To ensure that our children return to normal educational routines as quickly as possible, are supported by high quality teaching to recover and get back on track with their learning.

·          

·         To use the Catch Up Premium flexibly for specific activities to support our children to catch up for lost teaching, in line with the guidance on curriculum expectations for the next academic year.

·          

·         To ensure that our disadvantaged and vulnerable groups receive targeted support to catch up, in line with the evidence based approaches published by the Education Endowment Foundation in their support guide for schools.

·          

·         To provide a sustained response to the coronavirus pandemic and a longer-term contribution to closing the attainment gap.

·         All pupils (particularly disadvantaged, SEND and vulnerable pupils) have received the catch-up support needed to make substantial progress by the end of the academic year as measured by termly and end of year assessments.

·          

·         Learning walks and the scrutiny of pupils books confirms quality classroom teaching is taking place, which has the greatest positive impact for all pupils and in particular disadvantaged pupils.

·          

·         Broad and balanced curriculum resumed from Autumn 2020, but amended as a result of 2^nd lockdown. Planning adjustments made to incorporate ‘catch-up’ of skills from March 2021.

·         Full return to the school’s normal curriculum in all subjects by Autumn term 2021.

·          

·          

Action Steps

Monitoring

Assess and Review

·         Set aside time to enable teachers to assess pupils’ wellbeing and learning needs.

·          

·         Complete subject-specific assessments (such as the assessments we use for phonics) to identify particular areas where pupils have forgotten or misunderstood key concepts, to ensure that new material being covered builds on secure foundations.

·          

·         Use standardised assessments in English / Maths to identify pupils who would benefit from additional catch-up support.

·          

·         Ensure staff make effective use of regular formative assessment, but do not introduce additional tracking systems.

·          

·         Ensure that this years’ curriculum planning uses assessment of pupils’ starting points in each subject and addresses the gaps in their knowledge and skills.

·          

·         Review how all subjects can contribute to the filling of gaps in core knowledge, for example through an emphasis on reading (phonics and comprehension).

·          

·         Modify curriculum delivery initially to create time to cover the most important missed content from the summer term.

·          

·         Evaluate whether it is appropriate to suspend some subjects for some pupils in exceptional circumstances.

Plan Next Steps

·         Teachers and SMT will exercise their professional judgement to determine which pupils are in most need of support. Although this is likely to include many disadvantaged children and those from vulnerable groups, it is not exclusive to only those children.

·          

·         SMT to share catch up plans via school website.

·          

·         Provide all children with high-quality feedback, building on accurate assessment.

·          

·         Set up effective, structured interventions to ensure that support is well-targeted and SENCo to monitor pupil progress.

·          

·         Interventions delivered one to one or in small groups and may be led by TA’s or teachers.

·          

·         A particular focus for interventions is likely to be in English and maths. Programmes will have the greatest impact where they meet a specific need, such as oral language skills or aspects of reading, include regular sessions maintained over a sustained period and carefully timetabled to enable consistent delivery.

·          

·         Interventions will also focus on other aspects of learning, such as children’s anxiety, mental health and social and emotional needs, and additional Student and Family Support personnel will be recruited to support this aspect across the schools.

·          

·         Interventions may focus on particular groups of pupils with identified special educational needs or disabilities in different year groups or classes.

Introduce NELI programme in Early Years 

(The Department for Education is working with the EEF and other partners to scale up delivery of the Nuffield Early Language Intervention (NELI). NELI is a high-quality, evidence-based, 20-week intervention designed to improve the language skills of reception age pupils. It involves scripted individual and small group language teaching sessions, delivered by trained school staff, usually teaching assistants. Several EEF trials have found that NELI improves both children’s oral language and early literacy skills. A recent trial of the programme found that children made on average three months of additional progress compared to children in the comparison group.

A member of our school staff has been trained in the delivery of NELI, and this training will be delivered to other members of staff in the Early Years team. We have also purchased additional resources to support the delivery of the NELI programme).

Headteacher and Heads of School account for expenditure through regular reports to Governors.

Targetted expenditure :

Additional Student Support for mental wellbeing : £21,051 (shared)

Additional literacy resources allocated : £15,000 (shared)

Additional PSHE/Wellbeing resources : £2000 (shared)

Additional external counselling support : up to £7000

Additional SENCo trained for future issues related to Covid related educational deficits.

Appointment of Play Therapy practitioner from Sept 2020. (@ £5,000)

Train additional Play Therapist from March 2021 (@ £5000).

Additional climbing equipment for all 3 schools to improve gross motor skills (combined cost approx. £100,000)

The DfE has specified : “Given their role in ensuring schools spend funding appropriately and in holding schools to account for educational performance, governors and trustees should scrutinise schools’ approaches to catch-up from September 2020, including their plans for and use of catch-up funding. This should include consideration of whether schools are spending this funding in line with their catch-up priorities, and ensuring appropriate transparency for parents.”.

Monitoring of interventions and programmes by SENCo’s through data reviews, book scrutiny’s, engagement with phase leaders, meetings with families and specialist support