Spofforth CE Primary School Coronavirus (Covid-19) Funding Report
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Spofforth CE Primary School
Coronavirus (Covid-19) Funding Report
SUMMARY INFORMATION
Total number of children: First installment funded on Amount of catch-up premium received per £80
-106 children child:
Second & third
installments funded on
104 children
Total catch-up premium budget: £8360
1STRATEGY STATEMENT
We are implementing a strategy that will address the impact of the two school closure periods due to COVID19.
Our priorities involve two tiers:
Tier 1: Quality first curriculum implementation with additional TA support where necessary. See curriculum blocking recovery document.
Tier 2: Identified children where the impact has been greatest who will require additional, targeted support.
Strategic Principles
• Positive language choices that contribute to children feeling confident and believing in themselves
• A strategic direction and structure from senior leaders that is adaptable enough to maximise the sound and secure working
knowledge of each class teacher (see curriculum blocking recovery document)
• Additional and targeted support strategically planned and sensitively delivered to avoid cognitive or intervention overload,
reinforcement of failure and or narrowing of curriculum experience
2Planned expenditure for 2020/2021
Tier 1: Quality first curriculum implementation
Priority Actions for Who? When? How will progress be Impact and Progress Cost
implementation assessed?
Mitigate impact of Ensure a clear and accurate HT SENDCO and Teachers Through professional discussions Children receive the right Nil
time away from picture of learning loss for Autumn 2020 between colleagues to ensure support at the right time. The
school from during children staff have clear and accurate impact of this is seen in their
two national • via use of information picture of impact on children. attendance, engagement
lockdown periods by from parents and Assessed through ability of staff to and the quality of their
ensuring a clear and teachers entered into effectively identify and target learning.
accurate picture of vulnerability tracker support as and where needed.
this impact. • question level analysis
of maths and reading
assessments
• parent discussions
Mitigate impact of • Knowledge checks in All staff Series of recalls/quizzes/teacher The majority of children have met at Nil
least the expected standard for
time away from subjects as children return By end Autumn 1 assessment and use of age objectives covered September 2019 to
school from during to each subject with focus standardised assessments in March 2020. For most children, there has
two national on reading, writing and Training day November reading and maths and agreed been an alteration to long term
memory. Low-stakes assessments
lockdown periods by maths looking at previous 2020 writing pieces across the school. revealed that learning loss was
ensuring a clear and years curriculum knowledge Also access to comparative forgotten knowledge which has been
accurate picture of • Review identify type of loss judgements in writing across the addressed quickly. Recalls continue to
show that for the majority of children,
this impact. (forgotten knowledge/gap year. this knowledge is securely embedded.
in knowledge) Due to the fact that children were
• Analysis of feedback from learning remotely, this inevitably led to a
spectrum of engagement. As a
parent surveys in regard to consequence, learning loss has proven
home learning e.g. how to be, on the whole, due to a complete
much completed – lack of knowledge rather than just
forgotten knowledge. In order to
recorded on vulnerability address this learning loss, timetables
tracker have been adjusted to increase quality
• Planned provision to meet first curriculum implementation time for
objectives which should have been
needs covered March 2020-July 2020.
• Endpoints established
3Support the vast • Adaptation of Whole staff team led by HT Weekly staff meetings to monitor Majority of children expected Nil – built into
majority of children in curriculum sequences – see curriculum adaption implementation to be secure in essential year existing
securing the key to support strategic document. March - July group knowledge by July leadership
essential knowledge. focus on essential 2021 time
knowledge.
• Systematic approach
to daily timetabling.
Support the vast Standardised assessments All staff. Termly and then Staff training day time, input from Majority of children expected £ allocated
majority of children in including question level analysis update class Covid HT and NLE’s. to be secure in essential year in annual
securing the key recovery summary. Structured recovery clocking group knowledge by July assessment
essential knowledge guidance. 2021 budget
Clear systematic agreed
SHINE resources. Set of resources approach to use of time both over
that provide planned sequences the remainder of the weeks of
2020-2021 and within each day –
master timetable. £800
Total budgeted cost: £800
4Tier 2: Additional Interventions for individuals or targeted groups
Priority Actions for implementation Who? When? How will progress be Impact and Progress Cost
assessed?
EYFS PSED Within existing
• Expectations and routines Teacher / TA PSED assessments Expected in PSED by July 2021 resource
established - Social groups KS1 ready
and structured play
opportunities for small groups
Phonics Meet EY phonics milestones by Within existing
• 1:1 sessions 10 mins 4 times a week Teacher / TA Ongoing phonics tracking. July 2020 resource
Key Stage 1 Phonics TA Ongoing phonics tracking Meet EY phonics milestones by £550
Twice a week 30 mins before school July 2020
sessions for 5 children for summer term
(14 weeks)
Key Stage 1 Reading and maths. Additional 3 hours TA Ongoing phonics, reading and Bring closer in line with core £1650
GTA support per week for summer term maths tracking. Updating of class knowledge related to age
to give full time support to KS1 in Covid recovery plan group of child. Build confidence.
mornings. Facilitate small group, same
day keep up support and increased
feedback.
Key Stage 2 SEMH – Relationships and Physical Sporting Influence sports Pre and post block self-assessment Improved relationships with £960
Activity before school sporting and Coach. from children. peers and increased self-
team building groups. Monitoring of behavior records. confidence and self-belief.
Weekly group for 1 group of Yr3&4 and Feedback rom class teachers on
1 group Yr5&6 for summer term attitudes to learning and
relationships in class and at social
times.
Lower Key Stage 2 Reading and Maths TA Ongoing tracking and teacher Bring closer in line with core £550
Twice a week 30 mins before school assessment – discussion between knowledge related to age
sessions for 5 children for summer term teacher and TA re priorities and group of child. Build confidence.
(14 weeks) progress.
Upper Key Stage 2 Increased perosnalised support and Additional GTA 5 hours a Ongoing tracking and teacher Bring closer in line with core £2750
feedback with class of 33 as well as week to provide upper KS2 assessment – discussion between knowledge related to age
ability to provide same day keep up class with GTA full time teacher and TA re priorities and group of child. Build confidence.
support. equivalent GTA in mornings progress.
for summer term
5Upper Key Stage 2 Pre and post tutoring assessment. Bring closer in line with core £1000
English and Maths tutoring – Year 6 Qualified teacher tutor Close liaison with class teacher to knowledge related to age
children summer term and across ensure specific focus on priority group of child. Build confidence.
summer in preparation for Yr 7 ready. areas.
5 children 10 sessions of 45 mins.
Key Stage 2 Third Space Maths Programme Autumn 2021 – Qualified Pre and post assessments from Ongoing tracking and teacher £1200
10-15 places on 15 week programme. teachers/tutors, supervised Third space. assessment – discussion between
in school Termly maths assessments in teacher and TA re priorities and
school. Feedback from children progress.
All phases Use of personalized online ‘DB’ Qualified teacher or TA Tracking of progress with Bring closer in line with core Within existing
sequences to address areas where sequences. knowledge related to age resource
specific knowledge needs further group of child. Build confidence.
support.
Support the reading of Bookmark reading programme. Twice English SL, in conjunction Pre and post programme Bring closer in line with core £nil
children in Year 1-3 weekly 30 min reading sessions with with class teacher and assessment knowledge related to age
trained reading volunteer for 6 or 12 Bookmark manager. group of child. Build confidence
week programme.
Total budgeted cost: £8660
ADDITIONAL INFORMATION
Additional information used to support the work to support children:
• Internal tracking data – Teacher assessment alongside termly standardised maths and reading assessments (PIRA & PUMA), regular phonics assessments
checks, and low stakes recall assessments
• Evidence from the EEF research toolkits
• Review of attendance and behaviour information
• Class COVID recovery summary document
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