Coronavirus (Covid-19) Catch-Up Premium - Willow Fields Community Primary School - Willowfields ...
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Willow Fields Community Primary School
Coronavirus (Covid-19) Catch-Up Premium
Pupils and young people across the country have experienced unprecedented disruption to their learning as a direct result of
Coronavirus (Covid-19). Those from the most vulnerable and disadvantaged backgrounds are amongst those hardest hit. The
impact of lost time in education is estimated by experts to be substantial and the scale of the response must match the scale of
the challenge. In August 2020, the government announced additional funding for primary schools to deliver Catch-Up
programmes following Covid-19 lockdown measures. This amounts to £80 per pupil. The amount allocated to Willow Fields
Community Primary School, based on eligible pupils, is £10,880. School will receive this funding in 3 payments:
- Autumn 2020 – an initial payment based on October 2019 census information
- Early 2021 – a payment based on updated data from October 2020 census, this payment will take account of the
initial part-payment made in Autumn, schools will receive a total £46.67 per pupil over this period.
- Summer 2021 – Schools will receive £33.33 per pupil based on October 2020 census.
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. Schools should use this funding for specific activities to support
their pupils to catch up on lost teaching over the previous months, in line with the guidance issued.
The Education Endowment Fund (EEF) has provided early research evidence around projections for the impact of school
closures during lockdown, predominantly on the impact for disadvantaged pupils. The schools strategic response to devising and
implementing the Catch-Up programme fully takes these findings into account.
In summary, the EEF projections for the impact of widespread school closures identify:
• The disadvantage attainment gap widens
• Assessment of lost learning is crucial
• Targeted support in addition to wider school initiatives are required
• Absence rates upon return are crucialEffective home learning programmes in periods of lockdown have been found to mitigate the impact however there is an
acknowledgement that whilst some pupils took up the offer of home learning, others did not and for those that did, interest waned
as the period of lockdown increased. Therefore, for many of our pupils, there has been a prolonged period without face to face
teaching and learning.
*The Cooper et al. (1996) study which focused on the impact of summer closures has been widely cited when looking at the potential impact of the lockdown
period. What should be noted is that they looked at summer vacations in the USA and these are typically around 3 months – twice as long as those in England
but can be used as an appropriate comparison with the lockdown period. The headline estimate for summer learning loss was approximately ne month of
learning – slightly higher in maths and lower in reading. They estimated that in reading and language “On average summer vacations created a gap of about
3 months between middle and lower class students.”
Schools should use this funding for specific activities to support their pupils to catch up for lost teaching over the previous months.
School leaders must be able to show that they are using the funding to resume teaching a normal curriculum as quickly as possible
following a partial or full closure. Governors should scrutinise schools’ approaches to Catch-up from September 2020, including
their plans for and use of Catch-up funding. This should include consideration of whether schools are spending this funding in line
with their catch up priorities and ensuring appropriate transparency for parents.
The approaches detailed in this plan supplement school improvement actions and strategies already planned for 2020-2021 and
link to the following documents:
• SIP 2020-2021
• Pupil Premium Plan
• Remote Learning PolicyUse of Funds EEF Recommendations
Schools should use this funding for specific activities to The EEF advises the following support strategies:
support their pupils to catch up for lost teaching over Teaching –
previous months, in line with expectations for the High quality teaching for all
coming year. Effective diagnostic assessment
Supporting remote learning
Schools have the flexibility to spend their funding in the Focusing on professional development
best way for their cohorts and circumstances. Access to technology
To support schools to make the best use of this Targeted Academic Support –
funding, the Education Endowment Foundation (EEF) High-quality one to one and small group tuition
has published a coronavirus (Covid-19) support guide Teaching assistants and targeted support
for schools with evidence based approaches to catch Academic Tutoring
up for all students. Schools should use this document Planning for pupils with Special Educational Needs and Disabilities
to help them to direct their additional funding in the (SEND)
most effective way. Extended school time wider strategies
Wider Strategies –
Supporting pupils’ social, emotional and behavioural needs
Communicating with and supporting parents
Supporting parents with pupils of different ages
Successful implementation in challenging timesHigh level
intervention and re-
engagment needed
which is reviewed
regularly.
Medium level intervention.
This could be individual
support and whole school
awareness of these pupils
may be necessary.
Additional low-level interevntion may be
requiredif identified through additonal
monitoring and assessment of pupils.
Acceptance that the overwhelming majority, if not all
pupils, will have significant gaps in skills and knowledge
due to lack of daily teaching and daily practice.Barriers to Catch-up (attainment)
In-school Barriers
A. Issues with attendance and punctuality – pupils and families have not been required to attend school during the first
lockdown and we only had one key worker child attending in the first national lockdown and this was for one day.
When school was able to re-open in June 2020 pupils came back gradually however there remain concerns with
attendance and punctuality re families continuing to be fearful of sending their pupils to school and re-establishing the
routines of the school day. Families need support with this aspect of school life as pupils need to attend regularly and
punctually to access the support and learning available to them daily.
B. Prior underachievement (identified as not on track to meet key stage expectations / internal data tracking) - Specific
content from the curriculum has been missed which has resulted in learning being missed and there has been a
stalling of the sequencing of pupils’ learning journeys. Pupils have returned with positive attitudes towards their
learning and the curriculum has been adapted to be a ‘catch-up curriculum’ however there has been a clear
regression in the maintaining of understanding in the non-negotiable skills of the curriculum; particularly in relation to
maths e.g. maintaining quick recall of addition and subtraction facts as well as multiplication and division facts. This
has impacted o pupils’ confidence and is causing anxiety.
Pupils have also missed out on writing lessons and there has been a clear regression in the pupils’ fine and gross
motor skills and a large percentage of the pupils in school need to access interventions to support this. The
motivation to sit and write at length and writing stamina will need to be built up gradually with the use of breaks and
careful writing of the modelling process.
C. Pupils identified as being vulnerable to social and emotional issues – pupils and families have been significantly
affected by lockdown and potential bereavement. Therefore this needs to be a focus of the plan as if pupils are not
emotionally secure then they will not be ready to learn. Pupils have heightened anxiety due to Covid-19 and will also
need support to socialise post lockdown and will need to be supported to follow schools’ routines and boundaries.
The pandemic is on-going and the emotional strain in families will also be on-going and so we need to identify how
we can support the family unit as a whole.
D. Identified as missing reading / phonics lessons at a significant stage in their development – Pupils are not as fluent in
their reading and the gap between those pupils and that read widely and accessed home learning and those who
didn’t is increasingly wide. The bottom 20% of readers and pupils with SEND have been disproportionately affected
but it is clear that it has affected all readers. Nursery, Reception and Year 1 are particularly concerning as they have
missed out on a significant amount of phonics teaching. Reading and phonics is a particular focus of the work in
school in all year groups and key stages.
External BarriersE. High number of pupils who have delay or impediment in language and communication in EYFS
Expected outcomes
In-school Barriers
A. All pupils will attend in line with all pupils nationally and will be punctual for school
B. Pupils who have low prior attainment or who are not on track to hit targets due to prior closure will demonstrate rapid
progress
C. Pupils respond positively and are well integrated into school life
D. Years 1 and 2 are at age related expectation in reading
External Barriers
E. Pupils perform in line with their peers in relation to language and communication particularly in EYFS
Desired Outcomes Approach Budget Review date
Y6 pupils will have additional After school booster sessions Academic year 2020 – 2021 July 2021 (to be reviewed
support to ensure that they are timetabled weekly across the (after half term – end of May = further post 2nd lockdown)
secondary ready for transition year to target those pupils 25 weeks)
in September 2021. falling behind and are working
below ARE to help close the £1266
gap in attainment.
Y5 pupils will have additional After school booster sessions Academic year 2020 – 2021 July 2021 (to be reviewed
support to ensure that they are timetabled weekly across the (after half term – end of May = further post 2nd lockdown)
ready to access Year 6 in year to target those pupils 28 weeks)
September 2021. falling behind and are working
below ARE to help close the £812
gap in attainment.Pupils in Year 2 will make After school booster sessions Academic year 2020 – 2021 July 2021 ( to be reviewed
accelerated progress in timetabled weekly across the (after half term – end of May = further post 2nd lockdown)
phonics and reading skills year to target those pupils 28 weeks)
having missed their final term falling behind and are working
in Year 1. below ARE to help close the £1005
gap in attainment.
Additional daily phonics
lessons in class.
Pupils in Year 1 will make After school booster sessions Academic year 2020 – 2021 July 2021 (to be reviewed
accelerated progress in timetabled weekly across the (after half term – end of May = further post 2nd lockdown)
phonics and reading skills year to target those pupils 21 weeks)
having missed their final term falling behind and are working
in Reception. below ARE to help close the £565
gap in attainment.
Additional daily phonics
lessons in class.
Phonics tracking sheets
implemented.
Pupils respond positively and Pupils across the school Academic year 2020 – 2021 Completed December 2020
are well integrated into school access 1-1 counselling Cost of completion of the
life. sessions with Well-being and counselling course
Family support worker to ease
anxieties and support with £500
reintegration into school.
Pupils respond positively and Pupils within bubbles will Academic Year 2020-2021 July 2021
are well integrated into school access Relax Kids sessions (February – July = 20 weeks)
life. with Well-being and Family
worker after school to support £361
them with resilience and
provide strategies for self-
regulation.Attendance improves across LR and MP to meet with A Academic year 2020-2021 July 2021
the school and is in line with Star Attendance fortnightly to (September – July 38 weeks)
national data for similar analyse data and plan
schools. interventions using a £3300
structured approach – letters
home, visits, support
packages etc.
High number of pupils who School was chosen to Academic Year January 2021 July 2021
have delay or impediment in implement the EEF – July 2021 Baseline
language and communication recommended NELI language assessments required and
in EYFS and communication 3x30 mins group sessions per
programme (Nuffield Early week (20 week programme)
Language Intervention). HLTA and 2 x 15 min individual
to deliver the programme and sessions per child
to have the quality time to
deliver this she will be
backfilled by a HLTA £3100
appointed January 2021 to
school.You can also read
