Covid-19 Catch Up Premium.

“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 hardest hit. The aggregate impact of lost time in education will be substantial, and the scale of our response must match the scale of the challenge”.

“Although all children have had their education disrupted by the coronavirus (COVID-19) outbreak, it is likely that disadvantaged and vulnerable groups will have been hardest hit. That is why, alongside the universal catch-up premium, we are launching a £350 million National Tutoring Programme to provide additional, targeted support for those children and young people who need the most help”.

Department for Education 20/07/2

“Many children—particularly those from disadvantaged backgrounds, or who are vulnerable in other ways—will have been adversely affected by extended time away from school. Some will have inevitably suffered from the traumatic loss of a loved one or struggled with the loss of familiar routines. In terms of learning, many children may have been unable to access and engage fully with remote learning. Of course, some children will have had a positive experience, able to make the most of home learning as well as additional family time. However, the evidence suggests they are likely to be disproportionately from better-off backgrounds and that, as a result, existing learning gaps will have widened”.

Professor Becky Francis Chief Executive

Rationale

Key principles and expectations for curriculum planning, so that all pupils – particularly disadvantaged, SEND and vulnerable pupils – are given the catch-up support needed to make substantial progress by the end of the academic year.

The key principles that underpin DfE advice on curriculum planning are as follows:

  • Education is not optional

All pupils receive a high-quality education that promotes their development and prepares them for the opportunities, responsibilities and experiences of later life.

  • The curriculum remains broad and ambitious

All pupils continue to be taught a wide range of subjects, maintaining their choices for further study and employment.

  • Remote education

Where needed, this is high-quality and safe, and aligns as closely as possible with in-school provision. Schools and other settings continue to build their capability to educate pupils remotely, where this is needed.

A TIERED APPROACH TO 2020–21 ACADEMIC YEAR PLANNING

Covid catch up premium

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 11.  At Harbottle CofE First School, we estimate that we will be eligible for £1760.

Known impact of Covid school closure

  • Increased gaps in reading, writing and maths for those pupils who were unable to engage fully with home learning during lockdown.
  • Social, emotional and mental health needs of children exacerbated by the circumstances of lockdown.

Key priorities

  • Ensure children are attending school regularly.
  • Ensure children are emotionally ready for returning to formal learning.
  • Ensure consistent high-quality teaching and learning across the school.
  • Ensure identified children have access to necessary ‘catch up’ interventions.
  • Ensure all children’s home learning is not inhibited due to the lack of technology available to them at home.
1. Teaching Budget/costs
1.1 Quality first teaching

1.2 Early reading/ phonics
Phonic assessment and children grouped in ability groups.
Reading age test for older children.

1.3 Recovery curriculum
Reading/writing/mathematics. Identify gaps through daily lessons.

1.4 Implementation of foundation subject curriculum in line with Morpeth partnership
Curriculum intent agreed and shown in teaching and learning.

1.5 Formative and summative assessment
Gaps in knowledge identified each lesson. Strategies decided - whole class teaching or targeted intervention.

1.6 Remote education
Transition from tapestry to Google classroom as a learning platform. Staff training given.
Parent questionnaire to assess the success of remote learning during lockdown 1 and review of the provision offered.

1.7 Pupil mental health and wellbeing
Implementation of Jigsaw PSHE programme. Circle time in all classes. Collective worship. Staff training.

1.8 Staff work-load and wellbeing
Staff questionnaire. Staff training.
2. Targeted academic support
2.1 Targeted intervention programmes in mathematics and English
Intervention programmes.

2.2 Pupil mental health and wellbeing
Support to assist transition into school.

2.3 Ensuring Reception children are school ready
Extra TA hours to support reception children and their transition into reception, following lockdown and no access to nursery.
Extra TA hours. 3 hours per week = £1395 until end of Summer term 2021.

Extra TA hours 6 hours per week. (PP budget).
3. Wider strategies
3.1 To enable access to a blended learning model
Ensure all children from year 1 to year 4 have a Chromebook assigned to them. This will be taken home if remote learning is needed. This gives
all children access to Google Classroom and all online materials.

3.2 Attendance
Monitor attendance daily and liaise with parents/carers.
Log COVID related absences separately and track return to school dates.
Aim for our attendance to be 96% (not including Covid related absences).
£3,500. 20 Chromebooks and licences. DFC money used.

20 Chromebook cases. £127.80. Friends of Harbottle provided these.

Review Spring 2021