Thornton Primary School - Catch-up Premium Strategy 2020 2021 - Thornton ...
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Thornton Primary School – Catch-up Premium Strategy 2020 - 2021 Funding allocation (Mainstream Schools) Schools’ allocations will be calculated on a per pupil basis, providing each mainstream school with a total of £80 for each pupil in years reception through to 11. Payments This funding will be provided in 3 tranches. We will provide schools with an initial part payment in autumn 2020, based on the latest available data on pupils. We will then distribute a second grant payment in early 2021, based on updated pupil and place data. For mainstream schools, we will use the 4 to 15 pupil headcount from the October 2020 census. The second grant payment will also take account of the initial part payment made in autumn 2020 so that schools will receive a total of £46.67 per pupil. A further £33.33 per pupil will be paid during the summer term 2021. Though funding has been calculated on a per pupil basis, schools should use the sum available to them as a single total from which to prioritise support for pupils according to their need. As 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. It will not be added to schools’ baselines in calculating future years’ funding allocations. Use of funds Schools should use this funding for specific activities to support their pupils to catch up for lost teaching over the previous months, in line with the guidance on curriculum expectations for the next academic year. (See also EEF - School Planning Guide 2020-21 ) Schools have the flexibility to spend their funding in the best way for their cohort and circumstances. Accountability and monitoring As with all government funding, school leaders must be able to account for how this money is being used to achieve our central goal of schools getting back on track and teaching a normal curriculum as quickly as possible. Given their role in ensuring schools spend funding appropriately and in holding schools to account for educational performance, governors and trustees should scrutinise schools’ approaches to catch-up from September, 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. (DfE guidance - Coronavirus (COVID-19) catch-up premium - updated 24/08/2020)
School Overview
Number of pupils in school YR – Y6 515
Proportion of disadvantaged 21.21% 113 children
Catch-up Premium allocation (No. of pupils x £80) 515 x £80 = £41,200
Publish Date 20th Oct 2020
Review Dates Termly
Statement created by Liz Davison
Governor Lead Simon Willis
Context of the school and rationale for the strategy (With specific reference to the impact of COVID 19)
Following school ‘closure’ at the end of March 2020, essential worker and vulnerable children accessed school in mixed age bubbles until June 2020.
Following wider school reopening, children attended in all year groups in bubbles of around 10 pupils. Some children were attending part time, who
did not require child care provision due to parents / carers being critical workers or for children who were classed as vulnerable. Many other children
engaged in distance learning but it was not possible to measure this accurately. Therefore, gaps have remained and, in some cases, widened
between disadvantaged and non-disadvantaged children. Hence, plans for Pupil Premium funding plan and Catch Up funding complement each
other.
Home-school learning and weekly phone calls were used by class teachers to keep in touch and to support families and children. Informal
feedback from this contact has been used as part of building a picture of need to inform decisions around use of catch up funding.
Due to Covid 19 and partial school closure, there is no end of year data for 2019/20. Since September, staff across school have been working with
children and carrying out appropriate assessments to identify gaps in learning and appropriate interventions and support. It is evident that there are
gaps in children’s learning in basic skills which underpin access to the rest of the curriculum. Maths and English learning is prioritised over other
subjects whilst still retaining some breadth and balance. In addition to this, our current year 6 children have a higher level of need associated with
SEMH and coupled with the time away from school since March, we are keen to identify their learning gaps and do what we can to plug these and
support accelerated learning. We have also witnessed some increase in SEMH needs of other pupils which are presenting a barrier to learning.
Teacher assessment, observation and recognition of support needed for SEMH needs since the start of the autumn term has identified the following
priorities for Catch Up funding expenditure:
Improved provision for maths and English across school and the development of oracy
Pastoral support for SEMH needs – predominantly in Year 6
Additional teacher / TA support to maximise opportunities for learning and/or early intervention – in Year 1, Year 2 and Year 5
Boosters for Year 6 as this year group has less time to catch up on missed learning before leaving primary school
Pupil progress meetings are planned in and will be carried out 3 times in the year. At these meetings children’s progress will be reviewed, evaluated
and next steps for progress planned. The actions identified are in line with school priorities as seen in the School Improvement Plan.Barriers to address and links to other priorities / funding streams
Barrier Desired outcome Catch up funding or other source
A Oracy skills have slipped back as Implementation of Oracy Strategy ensure Focus-Trust
a result of children being away greater consistency and provision so that
from school. Children need to some children working below ARE
reconnect. accelerate progress and gaps are
Teaching priorities
closed.
All teachers to plan oracy strategies as Training – provided by the Trust
part of daily lessons. Cover to release teachers – from Catch up
fund
B Greater understanding of Staff have greater clarity about how to SEMH team training and support – part of
children’s wellbeing and mental support children with wellbeing and package
health needs so that support mental health needs.
can be targeted effectively. SENDCo ongoing discussion with class
(Link to E below.) Children are more ‘ready to learn’ and teachers and TAs supporting needs.
able to engage fully in lessons.
C Patchy engagement with Pupils make accelerated progress in Boosters for Year 6 pupils funded via Catch
learning materials provided for maths from their starting points at the Up Funding – to be delivered by school
maths during the summer term. beginning of the autumn term. Gaps staff – during the autumn term.
This has resulted in gaps in close over time.
learning for some pupils and Extra teaching group for morning sessions
regression of some pupils from Maths teaching supports consistent in Year 6 through Catch Up funding
On track to Vulnerable. This is provision for teaching and learning using (Autumn Term)
particularly pressing in Year 6 as White Rose materials.
Targeted academic support
they just one year to ‘catch up’ Other year groups benefit from TA support
before transfer to secondary. Year 6 pupils are well prepared for in lessons and for interventions – funded
transition to secondary school in summer through a combination of Catch Up
2021. funding, school budget and PP funding.
Curriculum focus during autumn and spring
terms – some streamlining of wider
curriculum to allow additional focus on
basic skills.D Some pupils had limited access Reading skills are much improved and Boosters for Year 6 pupils funded via Catch
to reading materials during the gaps are closed over time. Up Funding – to be delivered by school
summer term and therefore, staff – autumn term and then reviewed.
some pupils have regressed for Year 6 pupils are well prepared for
O to V. This is particularly pressing transition to secondary school in summer Extra teaching group for morning sessions
in Year 6 as they just one year to 2021. in Year 6 through Catch Up funding
‘catch up’ before transfer to (Autumn Term)
secondary.
(Link to A above.) Other year groups benefit from TA support
in lessons and for interventions – funded
through a combination of Catch up
funding, school budget and PP funding.
Curriculum focus during autumn and spring
terms – some streamlining of wider
curriculum to allow additional focus on
basic skills.
E Some pupils are struggling to All pupils are able to focus on their Catch Up funding used to fund extra
settle back into class routines learning during lessons. support for children with SEMH needs:
and have a limited attention
span linked to difficulties Support for children experiencing SEND / Nurture provision
experienced due to COVID 19 SEMH needs is effective in meeting needs Small group work
and lack of structured learning and enabling readiness to learn.
experiences since March 2020. Review of TA deployment to enable
This also detracts from learning Reduction in incidences of distraction in nurture provision within bubble constraints
of others in lessons as support in lessons and episodes of crisis.
lessons is concentrated on Nurture room flexible set up to suit different
meeting immediate needs. purposes.
(Link to B above.)
Constraints around mixing
bubbles has detracted from
plans to set up nurture provision
across classes / year groups.F The current Year 6 cohort has All year 6 children to be achieving in line Catch up funding used to fund an extra
learning gaps which have were with national expectations for the end of teacher in Year 6 for the autumn term.
identified when they were in KS2 as far as possible. Targeted
Year 5 and being successfully programme of support / intervention for F-T leader of T&L working with 2 Y6 teachers
targeted, but school closure the autumn term.
made this impossible to
maintain. (link to C and D
above)
Current Year 2 cohort has a high Y2 children show that they are making Catch up funding used to fund an extra
number of children with SEND / accelerated progress teacher in Y2 in the autumn term each
learning needs and show big morning and then an academic mentor
gaps in attainment and also in from Teach First in spring and summer 2021.
learning behaviour.
G All children across KS1 and KS2 Teacher assessment and test data will Catch Up Funding used to purchase PIRA
have experienced a significant broadly match as children can perform and PUMA tests for years 1-6
amount of time at home or not well under test conditions. £3,000
engaged in their normal Teachers can also see where testing
curriculum. They have also not reveals gaps and can plan to address
practised any sort of testing so these by practising the test strategies
from this perspective, they have and covering the knowledge.
had no experience since the
Spring term 2020 in any test
techniques. Teachers can and
do assess children daily during
lessons but an accurate,
diagnostic test would reveal a
broader picture of how they are
coping.H Home learning has been A strong remote learning offer is in place. MEC training packages – free of charge
inconsistent due to previous lack A new and improved platform is in place Digital Strategy via Focus Trust – access to
of platform – needs to be and all staff are trained in its use. Staff group support and decision making – LMB
developed further to improve are confident in setting remote learning identified as Digital Champion.
access to learning at home for via the Microsoft Teams platform.
all pupils. Staff meeting time to introduce teams and
Weekly homework activities are the online training and support teachers in
uploaded and feedback to pupils given setting up and developing material for
accordingly – this will help to ‘train’ remote learning.
children and staff in the use of Teams
and what it can do. Catch up funding £3500 for provision of a
set of devices to make available for pupils
who have limited access to devices for on
line learning at home.
School budget to be used to ensure that
all teachers have a device allowing
effective use / access to the platform.
Wider Strategies
Teachers find it difficult to All children who are self isolating have Catch up Funding / school budget to fund
balance the provision of remote access to good remote learning extra ppa where necessary
learning for children who are self activities matched to their needs and in
isolating when they are teaching line with TPS curriculum.
the rest of the children in class.
Use of Catch Up Funding for teaching priorities for current academic year
Barrier Action Desired Evidence source Cost Baseline Person Impact/ evaluation
outcome (additional data responsible (autumn, spring, summer)
months
progress)
A Purchase of Greater Reading £2000 Teacher V. Wood Autumn term 2020
book stock to consistency comprehension Book stock assessment
support home and provision strategies shown to support
reading for so that some to improve reading
bubbles children pupils
working below engagement
Teachers to ARE accelerate resulting in + 6ensure progress and months (EEF
appropriate gaps are Toolkit)
allocation of closed.
books to meet All children
children’s have reading
needs books pitched
to meet their
needs
Targeted support i.e. Structured interventions, small group tuition, 1:1 support
Barrier Action Desired outcome Evidence Cost Baseline Person Impact/ evaluation
source data responsible (autumn, spring,
summer)
C Maths boosters to Pupils make Teacher C. Gilmour Autumn 2020
run for targeted accelerated assessment
pupils from autumn progress in maths Y6 staff
2 – to be reviewed from their starting Practice SATs
hglf termly. Y6 staff points at the
to run boosters so beginning of the
they can target autumn term.
needs from Gaps close over
knowledge of gaps time. Education
in lessons. Endowment
Year 6 pupils are Fund Teaching
Additional TA well prepared for and Learning
support in other transition to Toolkit: £3000 for
year groups for secondary school maths and
interventions and in summer 2021. Small Group reading
developing Oracy Tuition (+4) boosters
D Reading boosters to Reading skills are Teacher V. Wood Autumn 2020
run for targeted much improved Feedback (+8) assessment
pupils from autumn and gaps are Y6 staff
2 – to be reviewed closed over time. Extend school £3500 part Practice
half termly. Y6 staff time (+2) funding for SATs
to run boosters so Year 6 pupils are additional
they can target well prepared for Oracy TA supportneeds from transition to language
knowledge of gaps secondary school interventions
in lessons. in summer 2021. (+5)
Additional TA Early intervent
support in other strategies (+5)
year groups for
interventions and TA support (+1)
developing Oracy
Individualised
instruction (+3)
E Catch Up funding All pupils are able Education £10.000 Observation SLT and Autumn 2020
used to ensure to focus on their Endowment SENDCo
(and adequate pastoral learning during Fund Teaching Behaviour
link to cover in view of lessons. and Learning records
B) bubble operation. Toolkit:
Support for
Review of TA children Behaviour
deployment to experiencing SEND interventions
enable nurture / SEMH needs is (+3)
provision within effective in
bubble constraints – meeting needs Social /
with in school / PP and enabling emotional
budget and top up readiness to learn. interventions
from Catch Up (+4)
funding Reduction in
incidences of
Nurture room distraction in
flexible set up to suit lessons and
different purposes. episodes of crisis.
Children are more
‘ready to learn’
Inclusion team to and able to
deliver training to engage fully in
classroom staff on lessons.
strategies to
support needs. Staff have greater
clarity about how
to support childrenwith wellbeing and
mental health
needs.
F Catch Up funding Children in Year 6 Education £10,000 Spring term F. Ayub Autumn 2020
used to fund an can quickly catch Endowment data P. Strudwick
additional UKS2 up in their learning Fund Teaching compared SENDCo
teacher part time in and close learning and Learning to
the autumn term. gaps. Toolkit: September
2019 and
Additional support Children in KS1 are Small Group September
also in Year 2 with settled in Y2 and Tuition (+4) 2020
SEND children who catching up
have major gaps in quickly on lost Feedback (+8)
learning / learning learning. SEND
behaviours. children make Extend school
rapid progress time (+2)
Oracy
language
interventions
(+5)
Early intervent
strategies (+5)
TA support (+1)
Individualised
instruction (+3)
Catch Up funding To continue to £2000
used to employ a support the KS1
Teach First children in Spring
Academic Mentor and Summer terms
in the spring / as abovesummer term 2021
G Catch Up Funding Teacher £3000 Data from P.Strudwick Autumn 2020
used to purchase assessment and March 2020
PIRA and PUMA test data will
tests broadly match as Initial
children can Teacher
perform well under Assessment
test conditions. September
Teachers can also 2020
see where testing
reveals gaps and
can plan to
address these by
practising the test
strategies and
covering the
knowledge.
Wider strategies i.e. Behaviour approaches, recommendations made in “Safe, Happy, Settled”.
Barrier Action Desired outcome Evidence Cost Baseline Person Impact/ evaluation
source data responsible (autumn, spring,
summer)
H Catch up funding Pupils can access Education £3500 for Informal L. Momot- Autumn 2020
£3500 for on line learning at Endowment devices information Booth –
provision of a set home Fund Teaching gathered digital
of devices to and Learning during champion
make available A strong remote Toolkit: ‘closure’
for pupils who learning offer is in All teachers
have limited place. A new and Digital
access to improved platform technology
devices for on is in place and all (+4)
line learning at staff are trained in
home. its use. Staff are
confident in settingCPD provided for remote learning
staff on the via the Microsoft
effective use of Teams platform.
the new online
learning Weekly homework
platform. activities are
Children are uploaded and
trained in its use. feedback to pupils
Staff meeting given accordingly
time given to set - TBC
up systems and
evelop resources
for on line
learning.
Parents/carers
are made aware
of the platform
and how it can
support home
learning.
Extra PPA for £4,000 Observation KS leaders to
teachers where Teachers / practice in assess the
they are effectively provide place as situation and
teaching their remote learning for children self report to DN
class and some all pupils who are isolate in
children self self isolating Autumn 1
isolating
Additional funding supporting provision
Pupil premium funding link: School AIP / budget link:
TA support in classes and for intervention TA support in classes and for intervention
Phonics and early reading schemes Staff meeting / CPD time
Set up of Teams learning platform
Governance – monitoring the effectiveness of the Catch Up funding strategyAs with all school funding, governors need to be aware of what it is to be spent on and why. The Catch Up funding plan will be shared with all governors in the meeting of 9th November. Thereafter, a nominated governor will monitor and report to the governing body. Governors involved: Liz Davison Debbie Neale Simon Willis Governor monitoring dates Autumn: January 2021 Spring: April 2021 Summer: July 2020 Autumn summary Briefly state what was discussed and the outcome. Spring summary Briefly state what was discussed and the outcome. Summer summary Briefly state what was discussed and the outcome.
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