Catch-up strategy statement 2020/21 - realsmart
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Catch-up strategy statement 2020/21
Last Review April 2021 Next Review June 2021
School Murray Park School
The Murray Park School catch-up strategy has a holistic approach which includes all year groups and a broad range of subjects, all with equal importance. We
have ensured that we have assessed the guidance offered to us and used official research to underpin decisions upon. The staff, at all levels, and pupils of
Murray Park School are fully committed to ensuring that the partial school closures have a minimal effect on the students learning and well-being. This strategy
will make sure that every young person, no matter their age or where they live, gets the education, opportunities and outcomes they deserve, by investing our
time and funding on measures proven to be effective, particularly for those who are most disadvantaged.
Areas of Focus
A. Ensuring that any gaps in knowledge as a result of school closures are eliminated by our catch strategies.
B. Ensuring that students have positive levels of well-being and are confident they can achieve, despite the period of partial school closure.
C. Ensuring that the school adopts a thorough process to identify students who require catch-up.
1. How these areas of focus will be broken down and how they will be measured
Desired outcomes and how they will be measured Success criteria
A Students have no relative gaps in knowledge when considering the national curriculum Extensive programme of interventions in place.
content due to partial school closures.
Students and teachers are provided with the equipment required
to catch up.
Designated senior and middle leaders appointed for catch up.
B Students feel confident in attending school as they want to ensure they achieve. Attendance to school exceeds 96% (non-covid related)
Sept 2020Students have good levels of well-being. Reduction of PA to at least 9%. (non-covid related).
Appropriate interventions are in place for subject based learning
and pastoral support.
Student satisfaction and well-being surveys show a positive
attitude towards school.
C The school implements a robust identification process through the use of diagnostic testing All departments successfully create and administer suitable
in addition to the ongoing assessment procedures. This is to ensure those students in need diagnostic tests which enable the school to identify students
of catch up are identified early and supported accordingly. requiring catch up and in which subject areas/topics.
Departments use a combination of quantitative and qualitative data to determine which All departments to pass an external assessment health check
students require immediate and subsequent catch up. provided by Go4schools.
2. Planned expenditure - £46950 based on 1st and 2nd instalments.
Financial year 2020/21
Sept 2020Expenditure
Actual to
Budget date
Covid 19 catch-up premium £ £
Senco/Catch up 21,385 22,996
Homework club 2,115 2,189
TA Mentor English/Maths 20,128 19,985
Accelerated Reader 450 450
Lexia 186 186
Hegarty Maths 99 99
Booster sessions 13,000 1,663
National Mentoring Programme - 2 Tutors (Oncosts) 12,000 -
Additional catch-up provision 3,000 5,242
72,363 52,808
Sept 2020Research and Rationale
Desired outcome Chosen approach What actions will be taken and How will you ensure it is Staff lead When will you
why? implemented well? review
implementation?
The school invests time The assistant head Documents reviewed to help the team Proposals put forward based on the PG/GH Ongoing – SLT.
and funds into teachers responsible for decide: research are submitted to the senior
strategies which are catch up research and leadership team as a whole prior to September 2020 –
proven to be effective. review the following • How to identify students for plans being finalised. Ofsted visited.
two documents to apply catch-up tuition. Impressed with
the theory to our school Ofsted Pilot visit feedback. speed of
strategy. • When the tuition should be implementation
delivered. Feedback from students. and scope of catch-
Education Endowment up programme.
Foundation – Guide to • Group sizes for tuition.
supporting planning. A April 2021 –
tiered approach. • Who should deliver the tuition. Surveys for AM/PM
Boosters
National Tutoring • How long each tuition session completed.
Programme – Best should be delivered for.
tutoring practice for April 2021 – Data
schools. point 2 allows for
progress data from
Boost students to
be analysed.
Sept 2020Diagnostics and Analysis
Desired outcome Chosen approach What actions will be taken and How will you ensure it is Staff lead When will you
why? implemented well? review
implementation?
The school implements Students will complete KS3 subjects – 30 minute assessment CPD carried out by catch-up leads with PG/GH October 2020 – SLT
a robust identification a diagnostic test in split into three topics/units. HODS.
process using diagnostic lessons, with the October 2020 – QA
testing in addition to outcomes being KS4 subjects – 40 minute assessment Examples of three diagnostic tests of marksheets for
the ongoing assessment recorded on Go4Schools split into four topics/units. shared for departments to model. diagnostic
procedures. before Sept 30th. assessments.
Outcomes will be recorded on Rationale behind the process shared
Almost all subjects will Heads of Department Go4schools to ensure identification with teaching staff cohort on inset. March 2021 –
have completed will nominate students processes can start and to allow us to Review of remote
diagnostic assessments for catch up tuition, measure the impact of the tuition. External health check on markbooks will learning
with years 8-11 having taken into be carried out by a Go4Schools attendance.
September 30th. consideration This is to ensure those students in need representative or our internal lead on
qualitative pupil of catch are identified early and the programme (PB).
engagement during the supported accordingly.
partial school closure
period. A further diagnostic test will be
administered to check on progress and
Heads of Year will cross to inform further catch up where
check the proposed list necessary.
of students nominated
for catch up tuition. Health check to be carried out on
department markbooks. This is to
Live lesson attendance ensure that ongoing assessments are
and internal assessment accurate.
data used from
lockdown 2 to identify SLT will quality-assure decisions for
students requiring catch up tuition through conversations
tutoring. with HODs and cross referencing data.
Sept 2020Tuition
Desired outcome Chosen approach What actions will be taken and How will you ensure it is Staff lead When will you
why? implemented well? review
implementation?
Students who have AM Boost – Non form Students are recommended by HODs All plans are submitted to the senior PG/GH Half termly cycles
been identified as tutors and SLT to work each half term based on ongoing leadership team for checking prior to
requiring tuition, with small groups with assessments and class work in a variety any implementation. April 2021 –
receive academic pupils on the gaps of subjects Surveys for AM/PM
support to increase identified by the Boosters
their confidence now diagnostic analysis. completed.
that they have returned
to school. PM Boost – Teachers Staff are assigned students based on HODs will provide suitable work for April 2021 – Data
and non-teaching staff diagnostic analysis in conjunction with tuition and SLT will QA the delivery. point 2 allows for
to work with students ongoing assessment and class work in progress data from
after school on a 1-2-1 all subjects. Boost students to
or small group basis. be analysed.
April 2021 – NTP
Tutor Boost – KS4 have English and Maths HODs plan a series of HODs will provide suitable work for programme began
been allocated an activities that will improve core skills tuition and SLT will QA the delivery. and induction given
English or Maths tutor and confidence in the subjects. These to mentors to
to enable further subject specialists switch tutor groups quality assure.
revision can be carried once a week to allow both core subjects
out. to be taught each week.
Commit To Six – As in Each night of the week is assigned to set QA of the attendance to Commit to Six
previous years, year 11 subjects. Refreshments and incentives to ensure priority students are
are offered a variety of are provided. Rational behind the attending.
after school lessons programme is shared with students,
every day. Students are teachers and parents.
encouraged to attend at
Sept 2020least two sessions per
week.
SLT to meet with the TeachFirst Academic mentors will form part of the
Academic Mentors – representative to gain an understanding new staff/NQT programme and
The National Tutoring of the provision and submit preferred therefore receive further training from
Programme enabled us subjects. Initial request is for MFL and our Teaching and Learning lead.
to appoint two full time Maths specialists. Jan 21: Teach First
tutors via Teachfirst. could not provide academic mentors.
Analyse students most requiring small NTP tutors chosen from their CVs and JF/LD/FO/H
National Tutoring group tuition inside of lesson time. supported via an agency. NTP tutors B
Programme – check in with HODs weekly and HODs to
Partnering with Protocol Prioritise pupil-premium students for conduct QA on the tutoring being
Education to provide National Tutoring Programme. delivered.
tutoring in English,
Maths, Science and
MFL. 1 : 3 tutoring
delivered to priority PP
students during lesson
time.
Teachers to be paid for their time and Promotion will come in a range of PG
Easter School - 6 day will deliver two hour sessions in their electronic and non-electronic forms to
voluntary programme specialist subject. ensure information is received by all.
for KS4, focussing on
key knowledge and Parents and students to be made aware Heads of department will lead on their
examination skills. of the schedule via, forms, letter and subject day to ensure quality of delivery
email. and content.
Funding will come from the DfE A Summer School planning committee PG/GH/TFD May 2021
Summer School - two Summer School programme. has been created to ensure ideas and
week programme plans follow the DfE guidance.
focussing on year 6-7 Academic tuition will be led by our
transition and year 10- specialist teaching staff.
11 students. Schedule
Sept 2020to include academic External providers will be utilised for
tuition alongside additional sessions such as live history
creative and well-being workshops, Science demonstrations Sept 2021
activities. and/or Derby County in the community.
Recovery Curriculum
Desired outcome Chosen approach What actions will be taken and How will you ensure it is Staff lead When will you
why? implemented well? review
implementation?
Sept 2020Students receive a An altered curriculum Members of staff at Murray Park School All plans went through a QA process, SW Sept 2020
curriculum that takes for each subject will be have altered their curricula for each with set deadlines for each stage.
into account the lost planned and subject in order to ensure that essential October 2020:
learning due to the implemented. knowledge and skills are covered. This CPD was put in place to share the Ofsted Pilot Sept
partial school closures. will enable learners to progress to the rationale behind the concept of a 2020
EEF Impact Toolkit used next stage of their learning journey. recovery curriculum.
to find which classroom
strategies will have the Each Head of Department/Subject has Examples of medium and long term
most significant impact completed a COVID-19 response to the plans were provided and additional
in allowing students to curriculum document. This audit tool plans were shared as good practice.
catch up. details how the students’ knowledge
and skills will be developed and how
Rigorous approach to schemes of work have been adapted in
whole-school teaching response to the COVID-19 pandemic.
and learning policy to
ensure all lessons, Key Stage 4 curriculum plans have been
including catch up, has reviewed as an result of changes to
maximum impact. assessment arrangements in certain
subjects.
A focus on reading and
literacy across the In subjects where the full specification
school, making use of content is still required to be covered,
literacy interventions Heads of Department have modified
and the library. their plans to ensure that all knowledge
and skills are taught rigorously.
Sept 2020HODs are, to an extent, flexible with
their recovery curriculum plans to allow
for covering content identified in
diagnostic assessments to be retaught.
A consistent approach to address gaps
in knowledge and skills has been
developed across the school in both key
stages which includes the use of the
following strategies:
Applied Learning Time
Frequent, spaced retrieval practice
activities to transform knowledge and
skills into learning
Differentiated PRET homework (to
practise; to recall; to extend; to think)
to embed knowledge and skills into the
long-term memory
Revision materials purchased for use in
tutor time to recap topics covered
during lockdown and covid related
absence from school.
Sept 2020Students have access Training delivered to INSET training delivered to staff in CPD delivered by staff with prior GH/PG January 2021: Start
high quality remote staff, students and September focussing on use of knowledge of e-learning. of lockdown one.
learning when they parents on use of Office Microsoft Teams and Office 365 for More than 100
cannot attend school 365 for remote learning. remote learning. Tutorial videos archived for future use. laptops have been
due to covid related distributed.
absence of staff or Invest in IT equipment. Computing curriculum adapted to Survey sent to staff about use of teams
students. ensure students know how to use for remote learning. April 2021: By the
Provide laptops and Microsoft Teams in preparation for time we returned
internet connections, covid related absences. IT team to QA that resources are to school over 250
where required, to all provided for students or live lessons are laptops had been
students who need this Tutor Slides and assemblies regularly taking place for isolating students. distributed.
provision. reinforcing the use of Teams.
April 2021: QA
Requested laptops from DfE and local completed on
authority and purchase as many laptops remote learning for
as required to ensure all students have isolating students.
access to the remote learning in 2021
lockdown.
Change to policy on mobile phone use
to ensure students can access Teams.
Purchase provision such as
microphones, stylus pens, webcams,
headsets and visualisers for staff to
ensure they can deliver high-quality
remote learning at home and in the
classroom for isolating students.
Sept 2020You can also read
