Wilsden Primary School - Catch-up Premium Strategy 2020 2021 - Wilsden Primary ...
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Wilsden 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 337 Proportion of disadvantaged 12% Catch-up Premium allocation (No. of £26,960 pupils x £80) Publish Date September 2020 Review Dates Termly Statement created by ED / AC Governor Lead Simon Willis Context of the school and rationale for the strategy Wilsden Primary School remained open from 7:50am until 6pm for key workers, throughout the lockdown from March 2020. We had, roughly, ten children in daily although the numbers increased as time progressed. In June we offered places to all children whose parents needed to go to work, five days per week and all other children two days per week. In the “Worker Bubbles” we had up to one hundred children per day and roughly ten other children per year group for two days per week. Since September, we have had no children not attending school because of anxiety around COVID. Throughout the lockdown period we provided work to children through a mixture of: PurpleMash, work set through a shared drive and paper packs for those who didn’t have access to online services. PurpleMash also enabled children to communicate with staff, each other and collectively through the inbuilt communication system and blog. Class teachers also phoned home. During this period we tried to engage all children in Key Stage 2 in an emotional assessment. These have fed into group work, the reconnection unit or individual sessions for those children who caused concern. They also fed directly into the work of our play- therapist and pastoral worker. They contacted vulnerable children at least weekly. As did the DSL / DDSLs. Since returning to school we have completed a re-connection unit across the whole school: “Here we are”, We have also carried out PIRA and PUMA tests to help teachers to gauge where children are and complete a QLA on where the gaps were. This has fed into teachers Medium and Short term planning.
Staffing presents a challenge in school. Following a reduction in funding over a number of years, staffing has reduced. This makes it
more challenging to cover staff when staff need to self-isolate, but also makes it impossible to have time together to plan and
presents challenges towards the number of staff who can attend CPD at a time.
There have been some changes in staffing, particularly in the senior leadership team, with a whole new structure. We have also
moved to mixed age classes in Y1/2 and Y3/4 since September.
Barriers to future attainment
Barrier Desired outcome Catch Up funding or other source
A Staff require CPD to develop a Staff are better informed and Catch up:
greater understanding of have greater clarity about how £250 - assessment package
childrens’ mental health needs. to support children with mental
health needs. this is a focus of £3750 - SENDCo time / teacher
daily/ weekly teaching in the time
autumn term.
Teaching priorities
B Home learning is limited due to A strong remote learning offer is Catch Up:
the current platform used and in place. A new and improved £950 PurpleMash
can be developed further to platform is in place and all staff
improve access to learning at are trained in its use. £1500 staff training in time
home for all pupils.
£1000 upgrade of staff computer
equipment – RAM / HDD
C Staff require CPD and support to Teachers are confident and
help return to school following teaching to the needs of
an extended time away from individual pupils.
“normal” and a new way of
working.
D Some children did not access Gaps are filled; children, groups Catch Up:
Targete
support
acade
learning as well as others, this and whole cohorts have a more £2000 (PIRA tests)
has created gaps in learning in level profile.
mic
cohorts and for individuals. £5,000 SLT time
dE Some pupils had limited access Reading skills are much Raving Readers - £250
to reading materials during the improved and rapid progress in
summer term and therefore, reading ages are demonstrated
their reading ages are lower on a termly basis.
than expected.
F
G Some pupils are struggling to All pupils are able to focus on
settle back into class routines their learning during lessons.
Wider Strategies
and have a limited attention
span linked to difficulties
experienced due to COVID 19
and lack of structured learning
experiences since March 2020.
H
ITeaching priorities for current academic year i.e. Professional development, recruitment and retention, support for early
career teachers
Barrier Action Desired Evidence source Cost Baseline Person Impact/ evaluation
outcome data responsible (autumn, spring, summer)
A All staff to All staff are Attitudes to £250 - Determined SENDCO Autumn term
receive CPD in equipped for learning and assessment from pupil Wellbeing and attitudes to
relation to early well-being package surveys learning assessments
mental health recognition of programme carried out and
and wellbeing, children’s shown to £3750 - highlighted individual
following the mental health improve pupil's SENDCo children who needed
Attitudes and needs. engagement time / further support.
wellbeing resulting in teacher
assessment The profile of higher time Spring term
tool. PSHE is raised engagement in Update assessment for all
throughout lessons and a children following the 2nd
school and picture of lockdown. Exec Head,
lessons are deeper learning HoS and Pastoral Worker
taking place on (EEF Toolkit) are all mental health first
a daily/ weekly aiders. Staff given
basis which resources from the
support he Attitudes and wellbeing
mental health assessment tool as well as
needs of all more specific resources
pupils. from SNAP, where
applicable.
B CPD provided The new Digital learning £950 New system Digital Autumn 2020
for staff on the platform is in (+4) (EEF Toolkit). PurpleMash champion Extensive training has
effective use of place and staff, taken place for teachers
the new online pupils and Effective £1500 staff and other staff to be
learning parents are parental training in familiar with all
platform. able to use it engagement time programmes that are part
Children are effectively. (+4)
of our digital learning
trained in its (EEF Toolkit) £1000
package, the largest used
use. upgrade ofHome learning Social and staff programme being
(homework) emotional computer Microsoft Teams. With just
Parents/carers and learning (+4) equipment one bubble closure
are made communication (EEF Toolkit) – RAM / towards the end of term,
aware of the with parents is HDD this package wasn’t fully
platform enhanced utilised but staff are much
(Teams) and (parent/ pupil
more confident and the
how it can surveys)
bubble that did close
support home
learning. used Teams really well in
delivering remote
Additional learning.
training and Parents were also
extension of informed so that they
license for could support their
PurpleMash to children at home.
supplement Spring 2021
and offer Lockdown in January
additionality meant that all classes had
such as secure,
children who were
filtered and
learning from home with
monitored
some who were also in
messaging:
pupil to pupil school. Most teachers
and pupil to taught live lessons in
staff. school and remotely
simultaneously meaning
that children at home
kept in line with those
learning in school.
Some devices were lent to
families who had none or
not enough and some
parents asked for support
which was made
available.Our Peer Review in
January resulted in great
feedback in terms of our
digital offer and also
feedback from parents
was extremely positive,
especially around the
support they had received
to enable their children to
access remote learning.
C Support to class Quality First Education £9,760 New SLT Autumn 2020
teachers from Teaching is Endowment curriculum HD has been able to lead
HD judged to be Fund Teaching and INSET and carry out
strong: new and Learning teaching bespoke CPD to increase
Support for (tweaked) Toolkit: strategies to the quality of QFT across
class teachers strategies be school. Teachers are more
from AC / AM include the use Feedback (+8) employed confident delivering the
(particularly of daily Collaborative new curriculum and
Y5/6) assessment, learning (+5) learning linked to a more
working walls, Metacognition metacognitive approach
metacognition and self that was introduced by
planning and regulation (+7) HD. This is going well,
feedback. although data has been
affected by the school
An engaging closure in summer 2020.
curriculum is in Oracy training has also
place been delivered as part of
Voice 21 online CPD and
Oracy practice HD and the oracy
is embedded champions (NH and LJ)
have worked well with
staff to embed the
strategies delivered.
Practice is strong and
enabling teachers to pluggaps which helps learners
to progress.
Spring 2021
A 2nd period of school
closure has not helped to
further develop Teaching
and Learning although it
has developed the digital
strategy immensely (see
above). Towards the end
of the spring term, children
returned to their classes in
school and further work
will now start again once
the children are more
settled.
Targeted academic support i.e. Structured interventions, small group tuition, 1:1 support
Barrier Action Desired Evidence source Cost Baseline Person Impact/ evaluation (autumn,
outcome data responsible spring, summer)
D PiRA and Progress is Education £2000 Determined Assessment Autumn 2020
PuMA accelerated Endowment Fund (PIRA from PiRA and lead / HD / PiRA and PuMA take place
assessments termly to Teaching and tests) PuMA tests AM each term and support the
ensure pupils Learning Toolkit: made at the planning process by informing
start of the
Complete are able to £5,000 teachers where children’s
autumn term
Gap level access age Feedback (+8) SLT time gaps in learning are and
analysis appropriate Mastery Learning where support / further work
learning (+5) should be focused.
Create materials. Small group Interventions are planned in
medium term tuition (+4) as part of QFT or when extra
planning to Gaps become sessions can be scheduled,
begin to fill diminished in these assessments inform the
gaps future PiRA content and which children
and PUMA need the extra support. They
Support to assessments inform teacher assessment
class teachers which will be which is tracked through Ofrom SLT completed Track and used in pupil
regarding termly. progress meetings.
building Spring 2021
sequence of Interventions PiRA and PuMA were
learning done where completed again at the end
possible of the Spring term and fed
into Teacher Assessment (see
data analysis) and although
data has slightly decreased
across school, SEMH
assessments show a positive
picture and highlight children
where further work needs to
be done in order that they
can be in a better frame of
mind to concentrate on their
work. Pupil progress meetings
highlight how well teachers
know the children and what
they need to do to catch up.
E Launch of On surveys Education Raving English Autumn 2020
Raving children’s Endowment Fund Readers lead Raving Readers is part of our
Readers. interest in Teaching and - £250 Home Reading
reading is said Learning Toolkit: encouragement and,
Focussed to have generally, children who enjoy
guided improved. Reading reading are using it well;
reading costs. Comprehension others have to be
Strategies (+6) encouraged. A display is
Baseline data included in every classroom
from PIRA and children have a home
reading tests. reading record for parents to
complete each time their
child reads.
Spring 2021Data shows the largest gaps
in Years 3 and 6 following a
further period of school
closure. Children who enjoy
reading show the greatest
gains in reading whereas
children who need to be
encouraged to read have
struggled to keep up with
their reading and gaps have
developed, especially with
inferential skills etc. Data
shows that children in Year 3
and Year 6 have the largest
gaps to fill and teachers are
working hard to try to include
engaging activities that will
help children to practise their
reading skills and close any
gaps that have emerged.
F
Wider strategies i.e. Behaviour approaches, recommendations made in “Safe, Happy, Settled”.
Barrier Action Desired Evidence source Cost Baseline data Person Impact/ evaluation (autumn,
outcome responsible spring, summer)
G Full emotional Positive Education £2500 Information SENDCO Autumn 2020
assessments impact on Endowment Fund resources from above Children are settled and
carried out identified Teaching and (SNAP) (wellbeing focused onlearning. Classes
(above) SEMH pupils’ Learning Toolkit: and time assessments) are different and children in
emotional Years ½ and Years ¾ are in 3
Individual wellbeing. Behaviour Soft data re mixed age classes for each
emotional Interventions (+3) behaviour phase. This could have
assessments Social and etc resulted in some disruption
carried out Emotional but teachers and children
(SNAP) for Learning (+4) SNAP have all worked hard,
children who assessments embedding the Wilsden Wayneed Metacognition and settling back into good
additional and Self- Feedback learning habits.
support Regulation (+7) from Some children receive extra
behaviour support from a Play Therapist
Referrals plans and also our Pastoral Worker
made for who picks up those children
pastoral who need reassurance.
worker or play Children who have more
therapist as pronounced needs do have
appropriate. support in class. Overall, a
positive term with significantly
SEN register positive information from
updated as behaviour plans etc.
relevant. Spring 2021
A further period of lockdown
started at the beginning of
term. Before all children
came back to school, all KS2
completed the Wellbeing
and Attitudes to Learning
wellbeing assessment in
preparation; this was
generally very positive but it
also enabled teachers to
focus on those children who
showed any cause for
concern. Teachers were
made aware so that they
could plan to ease children
back into school and hep
them to overcome any
anxieties. This has helped the
children to be more ready to
learn and to focus on any
gaps in learning now that
they are back in school.H I Additional funding supporting provision There is some cross over in funding for the DHT / HoS time. This has been completed by pro-rata, which is why it is quite small on here. Governance – monitoring the effectiveness of the Pupil Premium Strategy Governors involved: Jane Wilkins, Simon Willis, Liz Davison and Andrew Chadwick Autumn summary Spring summary Summer summary
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