Catch-Up Premium Plan King Charles C of E School - King Charles School
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Catch-Up Premium Plan
King Charles C of E School
Draft 3 22 Feb 2021
Summary information
School King Charles C of E Primary School
Academic Year 2020-21 Total Catch-Up Premium £32,800 Number of pupils 414
Guidance
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 children whose attainment and progress
will have suffered the most. The aggregate impact of lost time in education will be substantial, and the scale of our response must match the
scale of the challenge.
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 11.
As the catch-up premium has been designed to mitigate the effects of the unique disruption caused by coronavirus (COVID-19), the grant will
only be available for the 2020 to 2021 academic year. It will not be added to schools’ baselines in calculating future years’ funding allocations.
Use of Funds EEF Recommendations
The EEF advises the following:
Schools should use this funding for specific activities to support their
pupils to catch up for lost teaching over the previous months, in line Teaching and whole school strategies
with the guidance on curriculum expectations for the next academic ⮚ Supporting great teaching
year. ⮚ Pupil assessment and feedback
⮚ Transition support
Schools have the flexibility to spend their funding in the best way for
their cohort and circumstances. Targeted approaches
⮚ One to one and small group tuition
To support schools to make the best use of this funding, the Education ⮚ Intervention programmes
Endowment Foundation (EEF) has published a coronavirus (COVID-19) ⮚ Extended school time
support guide for schools with evidence-based approaches to catch
Wider strategiesup for all students. Schools should use this document to help them ⮚ Supporting parent and carers
direct their additional funding in the most effective way. ⮚ Access to technology
⮚ Summer support
Identified impact of lockdown
The school has identified the following aspects to categorise the impact of school closures on learning. These are:
• Missed learning
• Lost learning
• Rusty learning
• Reconnecting personally, socially and emotionally.
Missed Learning: These are the planned areas of learning that were not covered as a result of school closures. It is essential that these are
identified so as to ensure that these can be factored in to planning moving forward and ensure this coverage. This is important as, in many
areas, it is likely that these are the foundations onto which further learning builds.
Lost learning: The is where learning has been covered but it is not committed to memory. This needs to be revisited and factored in to
planning moving forward.
Rusty learning: This relates to two key areas: quick recall of key facts (this is evident in the children’s ability to recall their sounds to support them
to read and spell, their handwriting skills and Maths fluency) and also where some areas have been learned incorrectly perhaps through
parents and carers teaching children ‘the way I did it’ or where learning has been covered but not fully understood. Key skill sessions will focus
on supporting children to rebuild these skills quickly.
Reconnecting: Pupils have had an extended period of time away from school and on return, we have found that some have had difficulty
reconnecting with routines, rules, expectations and social connections. We have also found that pupils’ ability to sustain learning and be
tenacious has affected their resilience.
Specific content has been missed, leading to gaps in learning and stalled sequencing of journeys. Children still have an appetite
Maths for maths and lockdown has not affected their attitudes however they have quite simply missed key elements in their
Mathematical learning journey, including progression and discrete teaching of specific calculation methods.
Recall of basic skills has become lost or rusty – children are not able to recall addition facts, times tables fluently and have
forgotten once taught calculation strategies. In some areas, learning has been taught incorrectly such as where multiplication has
been shown to ‘add a zero’. This needs to be revisited.
Children haven’t necessarily missed ‘units’ of learning in the same way as Maths, however they have lost essential practising of
Writing writing skills. GAPs specific knowledge has suffered, leading to lack of fluency in writing. Those who have maintained writing
throughout lockdown are less affected, however those who evidently didn’t write much have had to work additionally hard on
writing stamina and improving their motivation due to the lack of fluency in their ability to write.
Vocabulary choices have also been negatively impacted as children have not been challenged in this area, or read widely to
magpie ideas from books or other peers.
Parents’ knowledge of the terminology of writing was a barrier as identified through feedback.
We know our pupils well and as such, have high expectations. Therefore, as an example, we know which pupils can and must use
a high standard of handwriting and this slipped whilst learning from home; this affects their stamina for writing as whilst many werewriting at home, we feel that they were not writing enough and to a high enough standard despite feedback and engagement
from teachers.
On the whole, children accessed reading during lockdown more than any other subject. This is something that was more
Reading accessible for families and required less teacher input. However, children are less fluent in their reading and the gap between
those children that read widely and those children who don’t is now increasingly wide. The bottom 20% of readers have been
disproportionately affected as it was often these children who did not have regular opportunities to read quality texts at home.
The majority of pupils across the school have also missed opportunities to develop their comprehension skills.
There are identified gaps in knowledge across the wider curriculum, as whole units of work have not been taught meaning that
Non-core children are less able to access pre-requisite knowledge when learning something new and they are less likely to make
connections between concepts and themes throughout the curriculum. Children have also missed out on the curriculum
experiences e.g. trips, visitors and memorable curriculum moments.
SEMH We know that with children missing up to 13 weeks of school, transition into new classes in September needed to be considered
carefully. Pupils’ well-being needs must be given priority to ensure that children feel safe being in a school environment which is
very different to the one they left. Supporting parents with anxieties around COVID-19 is also very important. Communication with
the school community is paramount – and with parents unable to come into school in the same way as they would have before,
schools are having to embrace virtual technologies and reach out even more to those hard to engage parents.Planned expenditure - The headings below are grouped into the categories outlined in the Education Endowment Foundation’s coronavirus support
guide for schools)
i. Teaching and whole-school strategies
Desired outcome Chosen approach and anticipated cost Impact (once reviewed) Staff Review
lead
Supporting great teaching Use of training and CPD time to focus on L Feb 2021
pedagogical approaches. This was planned for Moscato
Revisit high quality pedagogical approaches Jan INSET day but needed to change to prepare
through the KTSA Great Teaching Toolkit which for school closure.
builds on the success of the way in which the Use of Teaching and Learning Meetings and
FMAT model was implemented at KC with a Head to engage in KTSA training
focus on: (no cost as part of KTSA membership)
• Questioning
• Personalised provision
• Resilience and Learning Stamina
Purchase additional manipulatives to support the
Maths manipulatives – I order to ensure that concrete element of maths as pupils are then S James Feb 2021
there are concrete resources available to supported to understand the more abstract
support maths learning, this needs to be mathematical learning.
redistributed and ordered to fill gaps. (£1200 for resources)
Review of the school’s calculation policy Provide time for leaders to work together on the L Mac March
review of the school’s approach. Led by Maths S James 2021
focusing initially on the 4 operations and
Leader and ADHT as Curriculum Leader.
moving to FDP (Fractions, decimals and
percentages) as this has been highlighted
historically as where pupils need support and
achieve less well in assessments.
Review of reading record – in order to maintain Review the use of reading diaries across the SLT Feb 2021
a consistent look and approach across the school and identify areas of best practice and
school and to support the learning of key skills where these are used fully by home-school. SLT
and knowledge at home. have ensured that there is a consistent content
and look and this is to be reviewed.
Now that the SHINE curriculum is mapped fully,
knowledge organisers can be developed to link
directly to the SHINE curriculum overviews (also
to be added?)
(printing and development: £800)
Access to devices in school to support the Additional winbooks to be purchased (30) IEddy Feb 2021
learning of core computing skills as well as (£5000)utilising fully Teams and online apps needs to Additional devices to be purchased to support
be developed. Further devices are required. access to apps to support interventions.
(£3000)
Workload support – online planning resources School currently buys into Twinkl Planit and
purchased to support the planning and Literacy Shed+. SLT March
Consider the use of Mr P’s IT for the further 2021
delivery of the SHINE curriculum.
development of our cross-curricular approach.
(£200 p/a)
High quality texts and organisation of library –
In order to support children in accessing the Additional books to be purchased (see left) to LMac Feb 2021
right book at an appropriate level, the school ensure age-appropriate selections and a range
library is developing to include a bespoke book of themed books.
banding system.
To further enhance the library, further books Appointment of Reading Champion to ensure LMac Feb 2021
are needed to support those pupils with a that there is a key person to lead the and
higher reading age in each phase of school, development of reading in school and utilises Reading
specific books for themes such as BAME and her high level of skill as a trained librarian. Champ.
LGBTQ+. (£1200)
Further books also purchased to stock our PPG
and catch-up reading groups where pupils are
provided with a book to keep to stock their
own library at home.
Purchase of high interest low reading ability Purchase of Barrington Stoke books which are LMac Apr 2021
reading books which will improve the quality aimed at pupils at risk of dyslexia. Books have and
and quantity of reading books across the tinted pages, use of familiar texts and designed Reading
school with a focus on older children with to be high interest. Champ.
younger reading ages. (£600)
Teaching assessment and feedback
PIRA PUMA GAPS Assessments - Embed the Rising Stars National Test-style LMos Mar 2021
Standardised Assessments. Complete termly
tests and record assessments on O-Track to
identify gaps an on Insight to track performance.
(£3500)
Transition support
LMos Dec 2020
Transition into school – welcome video A virtual tour of King Charles School is recorded
and shared with all new-starters.
Additional time is made to cover the teacher soTransition meetings for new parents and for that they can have a virtual meeting with their
transition into new classes new starter so that the child is confident in
joining King Charles.
Postage of prospectus to all new families.
(£250)
Total budgeted cost £10,150
ii. Targeted approaches
Desired outcome Chosen action/approach Impact (once reviewed) Staff lead Review
date?
1-to-1 and small group tuition
Identified children will have significantly increased A Reading Champion (8 hours) will be LMac March
rates of reading fluency and prosody. They will be appointed so that every PP pupil and the 2021
able to comprehend reading better as a result of children assessed in the lowest 20% readers in
being able to read at pace without spending their class will be heard read every day.
their working memory decoding. They will be (£4562)
confident readers and dips in reading attainment
will be negated.
Interventions are run by Teaching Assistants Each year group has 3 afternoons of Teaching
(planned by teachers) and are personalised to Assistant support for interventions. These are SLT March
the needs of the cohort so that any gaps tracked with clear entry and exit data. 2021
identified through the data or through teaching (£0 – already included in budget) Pupil
are quickly closed. All children make good Prog
progress from their September starting points. Meets
Further development of the use of Nessy online Assessment of pupils to be completed on
learning platform to target further pupils who return to school and then enrolled in online DByr End of
need further support with spelling and reading – programme. These are tracked with clear Spr Term
focus here on those pupils identified as at being entry and exit data.
at risk of dyslexia. (£800 – additional cost to add due to larger
number of pupils accessing this tool)
Use of MS Teams ‘immersive reader’ to support Each pupil to access Teams to access LMos End of
pupils by reading assignments to them. Focus assignments and submit learning. Spr Term
here on support for pupils with additional reading (£11 per user – already budgeted)
needs and EAL families.Trauma Informed Schools (TIS) – increase capacity Increased capacity to provide additional DByr End of
for existing team of TIS practitioners to respond to hours of support Spr Term
pupils’ potential higher level of anxiety and other (£11 per hour – additional 4 hours per
concerns relating to the pandemic. practitioner each week until end of summer
term £794)
Intervention programme
An appropriate numeracy intervention, such as An intervention is identified and purchased. SJames Mar 2021
Catch-Up Numeracy, Hands On Maths or Every Staff within phases are trained and they are
Child Counts, supports those identified children in able to deliver the intervention confidently
reinforcing their understanding of basic maths skills (inclusive of entry and exit data).
and application of number. (£1000)
Trauma Informed School Interventions ensure that TIS practitioners in school are given time to DByr Feb 2021
the emotional needs of children are met, and that run interventions with children as required.
children’s mental health and well-being is (£0 – already included in budget)
prioritised.
Emotion Coaching training for all staff to be DByr April
delivered by EP. (cost to be provided) 2021
Extended school time
Additional opportunities are provided to all pupils Guided by staff ideas, skill and areas of SLT End Jan
to access where they can engage in an extra- identified need, staff have been asked to 2021
curricular activity. support the delivery of additional ‘clubs’.
For some pupils, based on assessments and need,
pupils are invited to attend an additional club Current ideas include:
with peers. Catch up clubs for those identified in Pupil
Progress Meetings needing additional
academic support.
Social / Emotional Clubs for those identified in
need of or continuation of current TIS based
provision such as draw and talk.
Maths challenge clubs for those needing
additional support, additional challenge or
who simply want to join in a fun maths club.
Reading Clubs – these are planned in detail
by the school’s Reading Champion linking to
the whole-school VIPERS approach.
Sports Club – a KC version of Joe Wicks!Writing clubs focusing here on intervention
need but also a fun approach such as
‘celebrity letter writing’ club.
(additional staffing hours TBC £)
After-school booster sessions to run in the Spring To be reviewed on return to school for in-
term to ensure that children in the year groups school additional provision.
with statutory tests are well prepared, and gaps in Currently, SLT are assessing staff capacity for
knowledge caused through lockdown are closed. this as well as capacity within families’
Children remain on track to achieve excellent timetables.
rates of progress.
Total budgeted cost £TBC
iii. Wider Strategies
Desired outcome Chosen action/approach Impact (once reviewed) Staff Review
lead date?
Supporting parents and carers
Work books to be provided to families to support SLT are currently researching the best option for
and complement the learning timetables. this approach and are considering:
CGP work books which focus on ‘catch up’
White Rose maths books to match the school’s
maths sequence of learning.
VIPERS booklets via EdShed (printing cost to be
considered)
Ensure that there is a clear expectation to
include a reading comprehension task and
weekly spellings to learn including the daily
RWI sessions
(£1,400)
Due to schools closing so quickly, this was not
Children have access to appropriate stationery provided in full and therefore we need to plan
and paper-based home-learning if required so how to provide stationery to those pupils who
that all can access learning irrespective of ability need additional.
of child/parent to navigate the online learning. Books have been made available – regular
reminders that these are available and add
stationery to this.£300 for pencils and stationery
Staff identified as being able to support/create
Videos for Parents and Carers – To provide high- the videos.
quality online videos, made by and for KC, that E Salome is able to support with the simple
support parents and carers in delivering home editing and videos can be made in school and
learning with a focus on SPaG as we know that by those working remotely with a focus on
this, as well as 4 operations in maths, are gaps for each area. SLT to work up the frame based on
our families. ‘You’re in Year 2 and this is the terminology you
will hear’ – based on KPIs.
(£500)
Access to technology
No child is disadvantaged due to not being able Purchase an additional 30 Winbooks which will
to access remote learning online during any be used by the children to support the
period of home learning. School to ensure that it curriculum. They can also be lent to parents to
has devices able to be loaned without support home learning when needed.
impacting upon the computing curriculum of (£5,000)
those children still at school.
Summer Support
NA
Total budgeted cost £ 12,294
Cost paid through Covid Catch-Up £17,050
Cost paid through school budget £n/aYou can also read
