Catch up premium strategy 2020-2021 - Shrewsbury Academy
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Catch up premium strategy 2020-2021
1. Summary information
School Shrewsbury Academy Total number of students 783
Academic Year 2020-21 Number of eligible pupils 783 (DFe catch-up funding for
COVID19 for all pupils)
2. Current attainment Data used to identify eligible pupils
Early PPG data:Autumn Literacy: Reading and Spelling ages:
Above On Below Absent
target (blanks)
11 Reading 42% 7% 33% 19%
Spelling 51% 6% 27% 16%
10 Reading 55% 2% 30% 10%
Spelling 39% 2% 47% 7%
9 Reading 57% 0.5% 26% 16%Spelling 15% 4% 43% 16%
8 Reading 55% 1% 27% 16%
Spelling 28% 7% 46% 17%
7 Reading 47% 3% 43% 7%
Spelling 41% 7% 41% 8%
3. Barriers to future attainment
Academic barriers (issues to be addressed in school, such as poor literacy skills)
A Impact of COVID 19 lockdown and continued issues with attendance due to SI and lockdowns – this will have
impacted all pupils at all levels and will lead to lower outcomes
B Low Literacy and Numeracy skills on entry leads to lower outcomes
C Low levels of aspiration and poor attitude to learning leads to lower outcomes
Additional barriers (including issues which also require action outside school, such as low attendance rates)
D High numbers of PP pupils in year 11 – 60% - plus a high number of FSM since Primary education means pupils have
not had access to that of others
4.
Intended Success criteria
outcomes
A Implement All pupils will show good or better progress.
intervention Pupil confidence will improve. Pupils will be more engaged in lessons and other forms of learning, such as on-
strategies line/remote learning.
that Quality of Teaching will improve across the academy, engaging pupils and lowering behaviour incidents and
successful exclusions. Time is given for T&L CPD and additional training for staff in remote learning skills and technology.
close the Assessment, marking and feedback is of high quality and pupils are engaging and responding to teacher
learning dialogue on a number of different forums; paper, Teams, other on-line packages etc.
gap for all Pupil access to technology is improved through facilitation of online tuition and support. We will invest in
pupils. additional technology to support the most disadvantaged and support both staff and pupils in how to use these
to gain the best outcomes.The Academy will support pupils through one-to-one and small group intervention and other intervention
programs to ensure that all pupils are getting access to the skills and support needed to enable progress to be
made and the learning gap to be closed. The use of DFe assured intervention providers such as Mark Goodwin
will ensure that PP pupils will have access to high quality intervention.
Parents and carers will feel supported throughout the process and will have confidence to approach the
Academy with questions and for support/guidance. Parent voice will show a positive engagement with the
academy and parents/carers will attend virtual events. The Academy will supply additional books and materials
to support at home learning and revision. There will be regular and supportive communication with home.
B Improve Numeracy:
Literacy
and Target Rationale
numeracy To ensure Following discussions with key leaders, a review of year 7 EOY results,
standards Catch Up observations and book scrutiny, it is felt that there is an opportunity to
across the Premium improve the impact on progress of Catch Up Premium students. Students
Academy spending need to be able to transfer key mathematical skills to different subject areas
has a so that Catch Up can been shown to impact on students’ capacity to
significant access the wider curriculum.
impact on At the end of year 7 (2019/2020) 81% of students with KS2 fine scores
student between 85 and 95 were predicted GCSE grade below target.
progress.
Mathematics
Action Start Who? Cost Resources/Monitoring Impact on Success
Pupils Criteria/
Reviewed
Outcome
Match Sept APT 2 hours Identify Catch Up Students will Catch up
Student 2020 cohort (Baseline test) – build working students will
Mentor to match with identified relationship be matched
Catch Up Mentors. with with an
Student individual appropriate
mentor Mentor.Contact Sept WBR/APT 2 hours Parent information Pupils will Students will
with 2020 evening for identified practice an have
parents to students additional 10 increased
establish Follow up with phone minutes a capacity to
purpose calls for non-attendees day on ‘quick process
and where Introduce ’10 minute wins’ to build simple
possible wins’ using short daily confidence procedures.
engage homework tasks and embed Increased use
further number of core skills.
support at sense. Improvement
home. on scores in
end of unit and
‘Catch Up’
assessments.
Purchase Sept TWA/APT £74.25 CPG KS3 Catch Up Mentors will Mentors will
of 2020 workbook (£4.95 each) have be following
resources x 15 immediate structure of
to support framework to the text to
mentors work from. guide
Students will teaching.
work in pencil Learning will
in the books. be focused on
Where gaps gaps with
are found 1:1 regular revisits
tuition on to previous
mini learning.
whiteboards Improvement
to teach and on ‘Catch Up’
review scores and
against initial end of unit
assessment. tests.Students will
be able to
state which
areas they are
strong on and
those needing
further work.
Begin 1:1 October APT 1+ hour per 1 session weekly during Ensure Catch Up
Mentor 2020 week to am registration mentor students will
sessions include monitoring 1:1 support support is routinely
time for Daily sessions backed with practise skills
praise, monitoring homework home (10 for 10 minutes
intervention and intervening where minute a day) a day in
and calls necessary. learning and addition to
home. (5 practice. working on
morning key gaps with
registration mentors.
periods)
Challenge
level of work
accessed in
10 minute
sessions is
increasing.
Identified gaps
are closing as
identified
through ‘recap’
tests.Dec Class 1 hour QLA template Identify the These gaps
End of 2020 teacher/ each + key skills and will have been
term test CMA QLA areas for closed.
QLA used and creation 2 development
to create a hours of target Scheme of
PLC for Apr students. work for
each 2021 nurture group
Catch Up is adapted to
student meet the
outlining needs
core skills identified in
they need ASP work.
to improve
on.
Adjust Jan Teacher / 2 hours Resources to meet Teaching will Students will
planning 2021 WBR requirements. Run be focused complete the
for nurture within normal lessons. on identified same Baseline
group to and target areas test (additional
match where gaps to end of term
findings May exist. test)
from QLA 2021
Gaps will have
been closed
and scores
significantly
improved for
each student.
Adjust Jan Student 1 hour Student Mentors to Intervention Students will
planning 2021 Mentors have copy of PLC for will match complete the
for each Mentee and adjust needs. same Baseline
Mentors to and tuition to fill these gaps. test (additional
matchfindings May Catch Up books to be to end of term
from QLA 2021 used as a resource to test)
achieve this.
Gaps will have
been closed
and scores
significantly
improved for
each student.
Visits to Ongoing APT/JJO 1+ hour sessions out of school Information Scheme of
Primary from weekly using Nrich poster tasks gathered work/teaching
feeder Autumn Feedback to teaching regarding approaches
schools term staff/WBR regarding teaching for nurture
Cont. primary approach. approach group are
from and SOW adapted to
2019/20 used in meet needs
feeder and prior
schools – understanding.
better prior
knowledge to
improve
provision
Resit July Mentee/ 1 hour Student Mentors to Mentors will Student
Baseline 2021 lesson mark the papers be able to scores will
Test assessment. (Cancel mentor identify areas improve.
sessions for this week) where they
and complete a review have had
of progress made using impact and
framework supplied by also areas for
Mentor Lead. further
improvement.Identify May APT/ Existing catch up Mentors will Student
Student 2021 Student sessions. develop mentors will
mentors mentors sense of be trained and
for ownership prepared to
2021/2022. and be start week 1 of
To shadow upskilled Autumn 2021.
current prior to
mentors arrival of new
and year 7
receive
training
from them.
Literacy
Target Rationale
To ensure Following discussions with key leaders, a review of year 7 EOY results,
Catch Up observations and book scrutiny, it is felt that there is an opportunity to
Premium improve the impact on progress of Catch Up Premium students. Students
spending need to be able to transfer key mathematical skills to different subject
has a areas so that Catch Up can been shown to impact on students’ capacity to
significant access the wider curriculum.
impact on At the end of year 7 (2019/2020) 81% of students with KS2 fine scores
student between 85 and 95 were predicted GCSE grade below target.
progress.
Mathematics
Action Start Who? Cost Resources/Monitoring Impact on Success
Pupils Criteria/
Reviewed
OutcomeBaseline Sept Yr 7 1 hour Identify Catch Up Identify Top, middle
assessments 2020 Teachers cohort (Baseline test). nurture and bottom for
pupils and standardisation.
any lower Photocopies of
ability pupils, Nurture pupils’
sense of work to assess.
areas of
development
for the whole
cohort.
Introduction Sept Yr 7 2 weeks Staff and student voice. Develop a Students will
to English 2020 Teachers SOL sense of have increased
SOL excitement capacity
and regarding their
engagement understanding
in terms of of English in
English. An the real world.
emotive and More
empathetic engagement
SOL to with tasks and
create extended
extended writing.
writing for a
meaningful
purpose.
Nurture Sept Yr7 Class teachers monitor Staff will be Staff have a
group pupils 2020 teachers nurture group and able to strong picture
identified in lower ability students in support with of Nurture
classes terms of progress, well- differentiation pupils and have
being, engagement and and support evidenced
behaviour. Make notes for pupils strategies
on trackers. who are taken.falling below
their
expected
progress and
unable to
access the
curriculum.
Begin 1:1 October TOR/NMI 1+ hour per 1 session weekly in E9 Ensure staff Pupils begin to
Mentor 2020 week to with various pupils are build
sessions for include named. supported relationships
pupils falling time for with a room with staff that
below 100 praise, and will be teaching
reading intervention activities. them after
scores – and calls October half
focus on home. term.
Nurture
group names
Reading and Oct Half TOR/NMi Reading and spelling Identify the
spelling ages term ages resources, E9and key skills and Scheme of
and CAT4 trackers. areas for work for nurture
scores will development group is
create new of target adapted to
and specific students. meet the needs
data to build identified in
our Nurture TOR work.
group
Nurture Oct Half Teacher / 4 hours Following the Next Teaching will Students will
group lead term CJA Steps Pixl programme. be focused complete the
by TOR/NMI on identified same Baseline
SJO and target areas test (additional
PBO to where gaps to end of term
support. exist. test)Gaps will have
been closed
and scores
significantly
improved for
each student.
Reading and Oct half Access Literacy Booklets Intervention Gaps will have
spelling ages term Leader handed out to pupils. will match been closed
analysed timetable needs. and scores
re-created Y7 – 8 – 10 minutes significantly
to focus reading replaced with improved for
on Y10 literacy starter each student.
and Y11 focusses.
with
reading
and
spelling
ages
below
Primary Ongoing TOR/AMD 1+ hour Contact Primary School Information Scheme of
School re- from weekly feeder schools about gathered work/teaching
connections Autumn Nurture groups – TOR regarding approaches for
term to build and establish a teaching nurture group
Cont. working relationship to approach are adapted to
from support with SOL. and SOW meet needs
2019/20 used in and prior
feeder understanding.
schools –
better prior
knowledge toimprove
provision
Focus on January Y7/8 1 hr Teachers focus on Pupils will Improvement in
Literacy teachers literacy skills and a begin to technical
skills in Y7 – literacy skills test to focus on accuracy
8 analyse effect of catch literacy gradings.
assessment up strategies. expectations
for SOL and maintain
high
standard.
Literacy Across the Curriculum:
• DEAR for 7-9 includes elements of independent and shared reading. All pupils are engaged in daily
reading for enjoyment.
• Whole school Literacy events are well attended and successful: Churchill Speaking Competition, monthly
English writing competitions, debate club (including Student Council)
• All lessons feature a Literacy focused objective and this is recognised within teaching pedagogy,
assessment and feedback.
• GCSE Pod is regularly accessed by 10-11 for the English Language and Literacy pods, quizzes and
assignments. DEAR time is used by 10-11 pupils for high quality independent study.
• Reading is highly promoted around the Academy through staff reading posters, dialogue and discussion
and through the read the world activities set during year 9 DEAR.
• Literacy legends are identified in every department and are high profile in sharing and trialling good
practice and literacy resources.
• Departments improve on their Literacy audits with the aid of their Literacy legend – Departments will
have a reading, writing or S&L focus for the year and will be in groups to trial, experiment and share
experiences.
• Spelling and reading tests will be completed for all pupils three times a year and results will be shared
with staff. The SEN department will support the English department in strategies to CTG and to ensure
that all pupils sit the test.C Improve •Improve teaching and learning experiences so that lesson grading is at a 2 or above for all pupils.
attitude to •Improve early access to careers and college guidance
learning •Develop PSHE and drop down days to engage pupils in future decision making.
and •Use intervention time to engage pupils in aspiration building intervention strategies and working with
aspirations outside agencies.
for all • Ensure that the provision for PP pupils is in line with their peers – accomoodate outside agency such as
pupils. Mark Goodwin to come in and work with small groups 10-11 on achievement, aspiration and attitudes.
• Use outside agency such as Mark Goodwin to provide staff training to improve staff knowledge and
confidence when supporting, teaching and mentoring pupils. Pupils will feel supported and will achieve
better outcomes.
D Develop PP pupils at least make similar [ideally better] progress than other students nationally. In the interim to gain
school-wide progress scores as close to zero as possible. Improved levels of aspirations for future achievements and data
classroom shows an average grade of 2 for PP pupils, with a high percentage of PP pupils receiving performer of the
pedagogy lesson.
to meet the Average PP pupil attendance to be at least equal to PP pupil attendance nationally and ideally greater than the
needs of all non-PP average
PP pupils
(including
those with
high prior
attainment).
Improve
attendance
of PP
pupils to be
in line with
NA.5. Planned expenditure
Academic year £62,000
The three headings enable you to demonstrate how you are using the funds to improve classroom pedagogy, provide targeted
support and support whole school strategies.
i. Quality of teaching for all
Intended outcome Chosen action / What is the How will you Staff lead When will you
approach evidence and ensure it is review
rationale for this implemented well? implementation?
choice?
Develop school- Establish an There are Quality Assurance RHA During weekly SLT
wide classroom academy-wide variations in procedures upheld AGR meetings.
pedagogy to meet focus upon quality progress rates throughout the KHU
the needs of all first teaching. between key academic year: Every half term with
pupils with a clear groups of pupils in SLT HODs – Training
focus on PP pupils Key Focus for different subjects: SLT HODs on what is effective
(including those Academy PP / NPP, more W4P pedagogy
with high prior Pedagogy: able/SEND HODs GRO
attainment). (Annual Report 2019 External Reviews PALs Attendance
Improved levels of Planning for shows SEND students reviewed weekly.
are 40 months behind
aspiration and challenge, by the end of To include lesson Key pupils targeted
lesson grading to differentiation and secondary school) observations, folder – contact made
average a 2 or PP SEND checks, book with parents.
above – which will Use of data to SEND / & boys/girls scrutinies and pupil
show increased inform planning – Research shows voice. Focus in all Overall attendance
motivation. evidenced in that good teaching activities will be PP reviewed half
teaching files has a which is referenced termly (Session 6)
Teaching and disproportionately in all feedback. and post ‘Holiday
Learning strategies positive effect on Best practice sessions’
for positive the progress of shared
engagement Pupil Premium
students. (John Quality Assurance:
Dunford) d= 0.48Diagnostic marking (Hattie). EEF Classroom
and quality guidance – teachers are
feedback for pupils metacognition +7 expected to run
Close the gap over months feedback one session 5
time developed in +8 months every week.
to curriculum
Long term memory Not all pupils have Access Leaders
and recall key for suitable working are running
new GCSE. CPD spaces at home or morning and after
for staff on access to regular school sessions
metacognition. study support. This weekly.
Critically examine strategy ensures
sequences of that pupils are not Registers will be
learning to enable penalised as a taken by every
the best progress result. member of staff
Session 0/6 and Yr and monitored by
11 intervention – All pupils have HODs.
including external access to effective High profile
interventions such interventions. promotion of these
as Shrewsbury sessions through
High Maths mail drops, phone
Mastery, GCSE call and texts home
and PiXL Strive for with a focus on PP
5. pupils.
SLT monitoring of
the quality of
pedagogy and
learning taking
place in these extra
sessionsDevelop robust All staff to have With the unknown ALL register of staff HAL During weekly SLT
systems for completed ALL nature of the future completed training. SLT meetings
online/remote training on the use and recent IT department
learning to enable of Teams and to developments with Pupil and parent HOD Half termly through
ease of transition create Teams tiers, lockdowns voice of IT facility at NMI/SEN HODs meetings
for self-isolation groups by Oct 2020 and suggested home and IT
periods and rotas for secondary department to PALs Termly parent/pupil
lockdowns. IT provision to be schools we must provide an voice – use of the
checked through have a clearly overview of student council
pupil voice and communicated plan available facilities
strategies put in to enable teaching in school whilst
place to ensure and learning to be under strict Covid
that even the most fluid and guidelines.
disadvantaged accessible.
have access to LM meetings to
technology inside explore curriculum
and outside of planning for online
school. provision and
‘lockdown’
Core subjects to teaching.
enhance curriculum
plans with online HODs to discuss
learning and successes and
subscriptions – share good practice
GCSE pod, Maths in meetings with
Watch, Heggarty SLT and
etc plus explore departments.
new options for
online marking and Finance
feedback and department to
Literacy provide list of activeenhancement such subscriptions to
as Bedrock. online resources.
Clear HAL to ensure that
communication of website is up-to-
online procedures date. ARI to
and expectations to monitor
be given to pupils, MrRScence
staff and parents. alongside HODS to
ensure work is
School website to uploaded and
be kept up-to-date appropriate.
with links to
MrRscience and HODs to quality
work to be regularly assure Teams work
uploaded by HODs. and groups.
Total budget cost
ii. Targeted support
Intended outcome Chosen action / What is the How will you Staff lead When will you
approach evidence and ensure it is review
rationale for this implemented well? implementation?
choice?
Improved Early intervention Smaller groups High quality CPD to AGR Reading and
achievement in for Maths with enable a more staff in the English CJA spelling ages
Literacy and in pupils entering focused and and SEND KHU tracked in Autumn,
English for PP below expected diagnostic department to RHA Spring and
pupils. standards approach to assess implement the Summer term.
Literacy skills and Miskin program SEND Review with HJA
Improvement in Session 6 offered make ‘live’ and effectively. and action plan to
Numeracy to all Key stages immediate SLT be updated and
changes.Access Leaders HOD quality reviewed at each
running Smaller groups can assurance of the point.
intervention access the planning and
sessions for curriculum in a preparation for the HOD reviews half-
targeted pupils different way Literacy focused termly
without it being groups.
Working with Shaw highlighted to their Through weekly
Maths and Maths peers. Training to be given line-management
Hub to improve to the English with CJA/WBR
provision Secondary Schools department on
moderate impact Kagan theories and Through weekly
for very low cost assertive discipline. SLT meetings –
(EEF) W4P
W4P
To ensure that Data sheets
students leave the Reading and
Academy achieving Spelling testing
target grades and data
prepared for Lesson grading
college or the world
of work.
Outside agencies Work with DFe Pupils have lower Contact made with AGR SLT meetings
to provide recommended self-esteem and Mark Goodwin and RHA
additional provider Mark have lost a lot of plans presented to Pupil voice after
intervention and Goodwin to target learning through SLT – decision on SLT sessions.
support to improve key groups of Covid and need to which plan to work
achievement, pupils at KS4. be presented with with and how to PP focus group
aspirations and ways to learn, implement done on
attitude to learning. think, act and an SLT level.Use top 20 behave in a brand
A focus on underachievers list new world. Staff voice after
mindfulness and to identify pupils for training to assess
well-being. intervention. Intervention time, learning.
DEAR, PSHE time
Mark Goodwin to and session 0/6
also provide staff time is useable
training and further time for quick sharp
resources to staff intervention.
for continued
development of EEF recommend
mentoring and one-to-one
pedagogy. intervention and
small group
Colleges, interventions for
universities and catch up through
other providers to their Covid 19 and
be invited to work implementation
with pupils from 7- document
11 to encourage
future decisions.
Use of PSHE time
to enhance
careers, ATL,
aspirations and
mindfulness of our
students.
Total budget cost
iii. Other approachesIntended outcome Chosen action / What is the How will you Staff lead When will you
approach evidence and ensure it is review
rationale for this implemented well? implementation?
choice?
Ensure all pupils Work with HODs to Pupils are reluctant All HODs will AGR Half termly HOD
have access to identify materials and afraid to attend communicate meetings
resources to enable needed to engage school so ensuring effectively with HODs
curriculum access pupils in quality that school has AGR to access Termly parent/pupil
– materials for pedagogy. safety and information and voice
practicals, revision engagement in funding for
and workbook Ensure high profile mind is priority to materials,
materials etc and advertisement of enable pupils to resources etc.
including extra- extra sessions, attend regularly
curricular activities extra-curricular and punctually. All HODs feedback
(Covid allowed) to activities and any regularly at HODs
enable them to sessions being run With Covid and meetings and share
attend regularly to aid/support lockdown many good practice.
and be equipped pupils and parents more
for learning. parents/carers are Pupil and parent
Provide struggling to fund voice
refreshments and the needs for
resources where school activities
needed and extra-curricular
activities
Total budget cost
6. Review of expenditure
At the end of the
yeari. Quality of teaching for all
Action Intended outcome Estimated impact: Did Lessons learned Cost
you meet the success (and whether you will
criteria? (Include impact continue with this
on pupils not eligible, if approach)
appropriate).
ii. Targeted support
Action Intended outcome Estimated impact: Did Lessons learned Cost
you meet the success (and whether you will
criteria? (Include impact continue with this
on pupils not eligible, if approach)
appropriate).
iii. Other approaches
Action Intended outcome Estimated impact: Did Lessons learned Cost
you meet the success (and whether you will
criteria? (Include impact continue with this
on pupils not eligible, if approach)
appropriate).You can also read
