COVID Catch up funding

Woolenwick Junior School

COVID catch-up premium report

 

COVID catch-up premium spending: summary

summary information
Total number of pupils: 230 Amount of catch-up premium received per pupil: £80
Total catch-up premium budget: £18320

 

strategy statement
Catch-up priorities:

·   To ensure that pupils are able to access devices/laptops independently and are equipped to work with technology in school and at home- particularly in the face of school closure

·   To ensure that pupils are able to catch up on learning within the classroom and are supported to re-integrate into the classroom following lockdown

·   To ensure that adult support is available and the curriculum allows for learning to take place with minimal disruption to learning and better behavior management

Core approaches you’re implementing and how these will contribute to helping pupils catch up missed learning

·         Purchase 11 laptops to bring the school stock to 30 laptops- this will enable all pupils to work on a laptop each and thereby allow for more time to work on the devices independently. Also reduces the risk due to COVID and sharing equipment, allowing the computing curriculum to take place.

·         To allow pupils who are struggling to cope with learning within the classroom to work within a small group or in a different area with an adult which will reduce the disruption to the class- allow others to concentrate and support the pupils in crisis

·         Adult support to de-escalate and manage behavior will allow the teacher to deliver first quality teaching in the classroom

·         Children struggling with attachment issues or to cope post lockdown can be supported and curriculum adapted for them

Overall aims of your catch-up premium strategy, for example:

o    To reduce the attainment gap between your disadvantaged pupils and their peers

o    To raise the attainment of all pupils to close the gap created by COVID-19 school closures

 

Barriers to learning

barriers to future attainment
Academic barriers: (issues addressed in school such as low levels of literacy/maths)
A Gaps is English and Maths as core subjects
B Poor IT skills
C Unable to cope with changes to routine, manage own behaviour

 

ADDITIONAL BARRIERS
External barriers: (issues which require action outside school such as home learning environment and low attendance)
D Support at home with learning
E Behavioural issues presenting at home too
F Lack of technology

 

Planned expenditure for current academic year

The headings below will help you demonstrate how you plan to use the catch-up premium to improve classroom pedagogy, provide targeted support and support whole-school strategies.

 

Quality of teaching for all
Action 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?
Employ 2 TAs and purchase 11 laptops Year 6 and Year 4 have support on days that they have either no support or the support is being used to manage behavior, allowing for further interaction between adults and children to support their class learning.

Support available for children to work in small groups with an adult and allows for the work to be tailored to their needs to accelerate progress

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

·   DfE’s catch-up premium guidance

·   EEF’s COVID-19 support guide for schools

Work with children on strategies

Share the plan with adults and parents

Include the children in ownership activities to self manage anger and situations

 

HT Half termly
Total budgeted cost: 13500
Targeted support
Action 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?
Year 6 Overall class are able to work with the teacher with minimal disruption

Children affected needing support have an opportunity to work with an adult on individual strategies and work outside of the classroom

Children struggling with new routines or to access the classroom environment have a strategy that allows them to choose to move away with adult support

Maths and English lessons are not disrupted and children can work on narrowing the gaps for Year 6

 

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

·   DfE’s catch-up premium guidance

EEF’s COVID-19 support guide for schools

Work with FLW/SENCO and DHT on strategies

Ensure the behavior policy is followed through

Class teacher Half termly
Year 4 Children with attachment issues in class supported

Differentiated work can be undertaken

Activities can take place outside of the classroom

Support available to the pupils and teacher in Year 4 on Fridays

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

·   DfE’s catch-up premium guidance

EEF’s COVID-19 support guide for schools

Engage with the classteacher and support her to deploy TA effectively

 

Class teacher Half termly
Total budgeted cost: As above
Other approaches
Action 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?
Purchase additional laptops Children have a laptop each to use and are able to successfully login at school and at home to their remote learning accounts

Pupils are confident at using virtual platforms and sharing their work

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

·   DfE’s catch-up premium guidance

EEF’s COVID-19 support guide for schools

Monitor provision

Engage with staff

Look at Google Classroom and children accessing this

Look at number of children uploading or sharing their work

Class teachers Half termly
Total budgeted cost: 3795