Crawshaw Academy COVID-19 catch-up premium
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Crawshaw Academy
COVID-19 catch-up premium
Updated 09/02/21
COVID-19 catch-up premium spending: summary
SUMMARY INFORMATION
Total number of students: 949 (eligible at time of Amount of catch-up premium received per student: £80
funding calculation)
Total catch-up premium budget: £56,940
(excluding % retained by
Trust for funding shared
resources)
Page | 1STRATEGY STATEMENT
• We have targeted the use of the Catch-up premium on several areas:
• Purchasing standardised assessment programmes to identify gaps in knowledge and understanding focusing on reading, comprehension and
core knowledge in English Maths and Science for Y7 and 8. Internal assessment (trial exams and end of unit tests) analysed to inform planning
for Y9-11.
• Purchasing an online intervention software programme to support SEN students.
• Planning and implementing a recovery curriculum to address most common gaps through re-teaching and consolidation (assessment data used
to inform this planning)
• Coordinating the home learning strategy using online tutorials through adaptive platforms such as Hegarty Maths, Bedrock and Century Tech
(license costs) to create bespoke interventions
• Funding of holiday catch-up and Period 6 interventions at KS4 (February/Easter)
• Engagement with NTP: Requested Academic mentors (Teach First) for Maths and Science to deliver tuition to targeted small groups
• Additional staffing capacity to deliver academic and pastoral interventions and mentoring for PP students (e.g. AW in Achieve)
The overall aims of the catch-up premium strategy are:
o To reduce the attainment gap between our disadvantaged students and their peers
o To raise the attainment of all students to close the gap created by COVID-19 school closures
ADDITIONAL INFORMATION
Page | 2ADDITIONAL INFORMATION
Universal COVID catch up premium in the Red Kite Learning Trust
Collectively, the trust decided to retain £20 of each £80 allocated in order to fund two important aspects of our delivery plan.
The first of these is a number of interventions and resources that we considered were more efficient and effective if shared across the Trust. These include:
· Investment in a speech and language training and support programme
· Procuring additional Educational Psychologist time to support teachers in helping some of our most vulnerable children impacted by the break in their
schooling
· Investing in specialist child and family support for a small but highly vulnerable group of disadvantaged children who are struggling to get back into school
· Investing in two additional KS2 teachers trained to support reading, writing and mathematics in Years 6 and 7, the crucial transition years. We expect these
teachers will work across our schools, delivering to targeted small groups of children but also supporting Yr7 teachers in coping with children who may well
not be ‘secondary ready’ due to the closure of schools. In the summer term 2021 they would help Year 6 in primary schools as they make their transition to
secondary.
The second is to fund the bespoke plans for each school.
Jan 2021 (Impact of school closure)
The school closure has severely impacted our ability to deliver the following planned interventions:
• KS4 February half term interventions
• Extended day catch-up sessions for KS4
• KS2 teacher-Y7 catch up reading interventions
• Tutor time reading interventions with Y7
• Planned KS3 assessments using the GL platform and associated monitoring points
• We have applied for academic tutors through Teach First to support academic tuition in core subjects but as yet have not had confirmation of our
allocation (est £10,000)
Page | 3ADDITIONAL INFORMATION
Other notes:
School funding has been used to strengthen the catch-up provision in the following ways:
Re-deployment of SENCO to deliver small group teaching releasing TAs to be deployed elsewhere at a cost of £16,000 to the school budget.
A proportion of the salaries of key staff have been included as the cost of the additional capacity is to provide dedicated catch-up interventions-recruitment has
been targeted to increase capacity
Pupil Premium Mentors (3) have a responsibility for mentoring small groups of PP students -funded by school PP budget
Purchase/renewal of licenses for Adaptive Learning Platforms
The costs of providing additional tuition for exam groups by extending the school day and through holiday interventions are estimated and are likely to be higher.
Page | 4Barriers to learning BARRIERS TO FUTURE ATTAINMENT Academic barriers: A Low levels of literacy and numeracy B Poor self-regulation and metacognitive skills C Gaps in foundational knowledge ADDITIONAL BARRIERS External barriers: D Attendance to school (and lessons) E Lack of IT access and internet connectivity F Improving parental engagement with learning and self-regulation Page | 5
Planned expenditure for current academic year (20/21)
Quality of teaching for all
Action Intended outcome and What’s the evidence and How will you make sure it’s Staff lead When will
success criteria rationale for this choice? implemented well? you review
this?
Y7/8 GL Assessment Accurate analysis of data Robust assessment of gaps Each SL has analysed the data and (MHd, AS, KC) Termly
package identifies gaps in will enable effective and identified next steps. All staff have
Robust assessment of knowledge and appropriate wave 1 indicated students gaps on their
knowledge and understanding to be interventions. class profiles to aid planning for
understanding gaps to addressed through a progress and wave 1 interventions.
enable teaching to be combination of face-to-
tailored effectively. face teaching and
bespoke interventions
GL Progress tests in E, M,
(wave 1 and 2)
S conducted in Autumn
term.
Reading and CATS tests.
(CRA1/2)
Purchase of visualisers Modelling of student work Visualisers help to improve All teachers will have access to a
for modelling work and helps students gain students’ metacognitive visualiser. Good practice already
approaches to tasks. knowledge of the topic but ability as they allow exists across many subjects-this will
also knowledge of the teachers to model their be cascaded by subject leaders.
strategy implemented too. thought process clearly
This enhances the and in real time when
likelihood that they can answering questions and
transfer this to different solving problems.
but similar problems.
Cost of GL test licenses for assessment suite 450 x £20 this includes PASS (pastoral interventions) £9000
Page | 6Home learning strategy Home learning focuses on Interleaving of tasks helps with Meetings and training for CDG to Subject leaders At PP
focused on interleaving independent practice and retention of knowledge ensure the strategy is understood.
content short quizzes – all
Focus on critical aspects opportunities to embed
Metacognition: Home Learning Information shared
and foundational concepts in the long-term
Studies show that effective with staff, students, and parents.
knowledge. memory.
learning habits and self-
A package of home regulation are crucial to
learning to support students’ success
students’ retention of
knowledge.
Students have access to
Utilise online adaptive personalized teaching
platforms to provide and intervention through
personalized home the adaptive learning
learning tasks that also platforms in core subjects
generate diagnostic data
for teachers
Annual cost of the online learning platform software approx £8000 (funded through school budget) School
budget
Recovery curriculum Subject specific focus on Extensive evidence that QFT Training for all staff and CDG PP
Face-to-face teaching foundational and essential has the biggest impact on focused on subject recovery
focusing on key ideas and knowledge ensures students’ learning. Diagnostic planning.
setting up the home students have the assessment is central to this.
learning with modelling, necessary foundations on
All SLs have submitted plans for
explanations and which to build.
recovery. Line management follow
immediate feedback— up
sharing the metacognitive
steps needed to complete
a task.
Page | 7Create staffing capacity The additional capacity The evidence indicates that Sessions occur regularly) and are MHd/AS PP
(recruitment) for will be dedicated to small group and one to one maintained over a sustained period
intervention groups in timetabled English and intervention can be a powerful of time (e.g. 8-20 weeks).
English and Maths Maths lessons for Y11 to tool for supporting pupils. The intervention has structured
address gaps from school supporting resources and lesson
closure (8 hours per plans with clear objectives
Additional capacity in Tutoring interventions have
cycle)
English created through been shown to be particularly
recruitment of an NQT effective for pupils who are •Assessments are used to identify
lower attaining in comparison appropriate pupils, guides areas for
to their cohorts and for those focus and track pupil progress.
from disadvantaged
backgrounds. As such, tutoring
can be used as a targeted
catch-up strategy for particular
pupils.
MS TEAMS developed Supporting pupils to work EEF Student and staff training AJD/PD Termly
as the primary platform for independently can improve Multiple reviews identify the value (September 20) prioritized with
home learning learning outcomes of strategies that help pupils work follow up CPD
independently with success.
During the new academic year,
integrating these strategies clearly
Information and guidance shared
into homework and other study with parents and students
approaches is likely to prove
effective.
Cost to staff additional timetabled intervention lessons (Maths and English) £8000
Total budgeted cost:
Targeted support
Action Intended outcome and What’s the evidence and How will you make sure it’s Staff lead When will
success criteria rationale for this choice? implemented well? you review
this?
Page | 8Targeted Y7 literacy and Students make progress EEF: There is extensive DoC: cohort for reading GG Termly
reading interventions in their reading as evidence showing the long- interventions identified by GG
timetabled during morning measured through the term negative impact of Staff trained in reciprocal reading
tutor periods NGRT beginning secondary school
without secure literacy skills.
Programmes are likely to have
Create additional capacity
the greatest impact where they
for intervention by
meet a specific need, such as
increasing CB’s working
oral language skills or aspects
hours
of reading, include regular
sessions maintained over a
sustained period and are
carefully timetabled to enable
consistent delivery
Literacy intervention evidence
of impact
KS2 teacher (0.6) to work To reduce the gaps in Year 6 teacher has detailed Line managed by DoC GG End of
with Y7 (funded centrally) literacy identified through knowledge of age-related Diagnostic assessment data academic year
Start date January 2021- baseline assessment expectations of Y7 and informs planning of interventions
school closure through targeted (wave 2) strategies required to address
Regular assessment informs
intervention gaps to enable catch-up
Stationery and resources adjustments and further
for Y7 catch-up support interventions
(£500)
Cost of additional staffing (KS2 teacher) funded by Trust central budget
Staffing of reading covered through increasing CB’s contracted hours £6500
Page | 9SEN interventions-literacy To identify and address EEF: Programmes are likely to Regular growth reports (Lexia, IDL) TH Termly
Purchase of the Lexia specific literacy needs as have the greatest impact
literacy programme for identified by the baseline where they meet a specific
weak readers (SEN) assessment conducted need, such as oral language
through the programme skills or aspects of reading,
include regular sessions
maintained over a sustained
period and are carefully
timetabled to enable consistent
delivery
SEN interventions Teaching assistants EEF: Programmes are likely to Line managed and overview from TH £5571 (Lexia
Teaching of small groups delivering wave 2 literacy have the greatest impact SENCO license)
interventions where they meet a specific £16,000
Redeployment of SENCO
need, such as oral language redeployment
skills or aspects of reading, (funded by
include regular sessions school
maintained over a sustained budget)
period and are carefully
timetabled to enable consistent
delivery
SEN additional costs £5571
Page | 10Access to Academic To raise attainment of EEF: Early application for access to PD/AS Determined by
tutors targeted cohorts in The evidence indicates that tutors through Teach First (applied when tutors
English, Maths and small group and one to one for tutors in December) become
Science intervention can be a powerful Use data to identify cohorts that available
through provision of small tool for supporting pupils. would benefit the most form small
group tuition Tutoring interventions have group tuition
been shown to be particularly Teaching assistants or academic
effective for pupils who are mentors follow the plan and
lower attaining in comparison structure of the interventions
to their cohorts and for those
from disadvantaged
Monitoring of data to measure
backgrounds.
impact
As such, tutoring can be used
as a targeted catch-up strategy
for particular students.
Page | 11Holiday and Period 6 Gaps in students’ EEF Key teachers with a track record of AS Pre and post
interventions knowledge and The evidence indicates that success with improving outcomes assessment
Extended day understanding are small group and one to one Use assessment data to target the
targeted during the intervention can be a powerful intervention very precisely
intervention leading to tool for supporting students.
February/Easter 21? The intervention has structured
improvement in raw These interventions should be supporting resources and lesson
School closure has marks/grades carefully targeted through plans with clear objectives.
impacted the ability to identification and assessment
provide tuition during Assessments are used to identify
of need and the intensity appropriate pupils, guides areas for
February HT and after should be monitored. Some
school focus and track pupil progress.
students may make quick
gains as they return to school
full time, so assessment needs
to be monitored—in a
manageable fashion—over
time.
In some cases, schools may
consider extending the length
of the school day; for example,
to provide additional academic
or pastoral support to
particular pupils after school.
Total budgeted cost: (2 x Academic tutors on costs) approx. 10K and payment for staff holiday tuition (approx. 8K) Est 18,000
Other approaches (wider
strategies)
Action Intended outcome and What’s the evidence and How will you make sure it’s Staff lead When will
success criteria rationale for this choice? implemented well? you review
this?
Page | 12Director of To coordinate and Poor literacy skills are a SLT link LMM GG End of year
Communication develop the provision of huge barrier to students’
Weekly activities to develop
Appointed to a permanent literacy across the success across the
comprehension, vocabulary,
role from September 2020 curriculum focusing on curriculum. Improving
reading and oracy
to implement and monitor reading, vocabulary and reading skills (including tier
whole school literacy oracy 2 and tier 3 vocabulary) is a
priorities across the priority
curriculum
Coordinate reading
interventions and reading
lessons)
Ensure pastoral contact Students have access to EEF Wider Strategies Maintain an accurate overview of AF/DN Ongoing
home for disadvantaged the tools they need to Supporting pupils to work students’ IT access and other
students also identifies learn effectively and make independently can improve barriers to learning
barriers to engagement appropriate provision learning outcomes Use the data to target provision of
due to technology or a where possible resources e.g. DfE laptops/dongles
Ensuring access to technology
lack of other forms of
is key, particularly for School provided IT hardware
support.
disadvantaged students
Appointment of an Additional support for EEF Wider Strategies SLT line manager monitoring AF Termly
inclusion worker (AW) disengaged students who Positive impact on attendance Data monitoring
Sept 20 to add capacity have ‘high needs’ and and engagement with learning
for pastoral interventions benefit from pastoral
(proportion of time) mentoring leads to
improved learning
engagement and
attendance
Appointment of PP PP mentors (3) allocated Impact on behaviour, SLT line manager monitoring AF Termly
mentors (TLR cost) a cohort of disadvantaged attendance and engagement Data monitoring
students for weekly
mentoring/breakfast clubs
leading to improved
learning engagement and
attendance
Page | 13Conduct PASS tests with Personalised reports used Accurate identification of Identify cohorts from the data PD/DN June 21
Y7/8 to ascertain pastoral by pastoral team to plan barriers enables provision to Appropriate deployment of staff with
barriers and planned appropriate interventions be targeted expertise to deliver pastoral
interventions interventions
March 21? (cost is factored into GL above)
Cost of additional staffing/TLR (as a proportion of time dedicated to catch-up) £9500
Total budgeted cost:
£56,571
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