What is the COVID-19 Catch Up Premium?
The government announced £1 billion of funding to support children and young people to catch up lost time after school closure. This is especially important for the most vulnerable and disadvantaged backgrounds.
School allocations will be calculated on a per pupil basis.
Mainstream schools will get £80 for each pupil in from Reception to Year 11 inclusive.
For further information, please visit: Catch Up Premium
How is the money going to be spent?
Schools are able to use this funding for specific activities to support their pupils to catch up for lost teaching over the previous months, in line with the curriculum expectations for the next academic year in actions for schools during the coronavirus outbreak.
While schools can use their funding in a way that suits their cohort and circumstances, they are expected to use this funding for specific activities which will help pupils catch up on missed education.
Catch up funding – Lons infant School
School universal catch up premium fund total amount |
£6400 |
|
||
Number |
Percentage |
|||
Total number of pupils on roll |
80 |
Pupils eligible for the pupil premium/disadvantaged |
13
7
4 |
16%
9%
5% |
Pupils eligible with SEND |
||||
Pupils eligible who are LAC and/or PLAC |
||||
National tutoring programme |
|
|
Academic mentors |
Barriers |
Academic |
Reading catch up – fluency and word knowledge |
Maths knowledge and understanding |
Vocabulary and taking turns in conversation |
Gaps in basic skills knowledge |
Behaviours and attitudes |
Social skills – turn taking |
Personal development including social and emotional health and wellbeing |
Settling back into classroom |
Retaining information – learning to learn |
Date of review and impact of catch up premium funding - May/June 2021 |
Objective: to have a calm approach within the classroom |
|||||
Reasons for the approaches taken: settling the children back into school and a full classroom |
|||||
Success criteria |
|||||
Barrier |
Desired outcome how it will be measured |
Actions |
Timescales person responsible |
Monitoring and evaluation |
Amount of funding to be spent |
Calming environment to settle into |
Monitor classroom |
Breathe programme |
AJ Use everyday |
Staff meeting discussion Monitoring |
£162 |
Objective: to provide emotional and wellbeing support for children in school |
|||||
Reasons for the approaches taken: all children have had different experiences and some children need additional support to reintegrate back into a classroom setting |
|||||
Success criteria |
|||||
Barrier |
Desired outcome how it will be measured |
Actions |
Timescales person responsible |
Monitoring and evaluation |
Amount of funding to be spent |
Social and emotional wellbeing |
Children can turn take, share and confident to speak to adults in school. Settled coming into environment. |
Positive play |
MB |
AJ monitor Boxall files
|
£6345.40 |
Social and emotional wellbeing
|
Children can turn take, share and confident to speak to adults in school. Settled coming into environment. |
Nurture sessions |
CF |
AJ monitor Boxall files
|
£2538.16 |
Objective: to develop language skills |
|||||
Reasons for the approaches taken: some children need additional support with language skills e.g. turn taking, modelling of conversation. |
|||||
Success criteria |
|||||
Barrier |
Desired outcome how it will be measured |
Actions |
Timescales person responsible |
Monitoring and evaluation |
Amount of funding to be spent |
Language development |
Assessment |
Talk boost programme |
MB KC |
Assessment monitored by AJ Pupil progress meetings |
£3807.24 |
Objective: to develop phonic skills and knowledge |
|||||
Reasons for the approaches taken: to missing gaps in phonic knowledge |
|||||
Success criteria |
|||||
Barrier |
Desired outcome how it will be measured |
Actions |
Timescales person responsible |
Monitoring and evaluation |
Amount of funding to be spent |
Phonic development |
Year 1 and 2 phonics assessments |
Small group intervention |
MB / BA |
AJ |
£1057.60 |
Objective: to develop mathematical knowledge and understanding |
|||||
Reasons for the approaches taken: to develop missing knowledge in maths |
|||||
Success criteria |
|||||
Barrier |
Desired outcome how it will be measured |
Actions |
Timescales person responsible |
Monitoring and evaluation |
Amount of funding to be spent |
Maths knowledge and missed areas of the curriculum |
Assessment Number age |
1st class maths |
MB |
AJ monitor progress and attainment |
£1903.62 |
Objective: to develop language skills |
|||||
Reasons for the approaches taken: some children need additional support with language skills e.g. turn taking, modelling of conversation. |
|||||
Success criteria |
|||||
Barrier |
Desired outcome how it will be measured |
Actions |
Timescales person responsible |
Monitoring and evaluation |
Amount of funding to be spent |
Specific areas of learning is missing due to lock down |
Gaps in knowledge decreased and data reflects at age appropriate |
Precision teaching |
TA |
Data analysis |
£1903.62 |
Objective: to develop memory skills |
|||||
Reasons for the approaches taken: to develop memory skills to aid with learning within school |
|||||
Success criteria |
|||||
Barrier |
Desired outcome how it will be measured |
Actions |
Timescales person responsible |
Monitoring and evaluation |
Amount of funding to be spent |
Memory magic |
Increase in attainment |
Memory magic |
TA |
Data analysis AJ |
3172.70 |
Objective: to develop reading skills |
|||||
Reasons for the approaches taken: to develop reading skills and confidence in reading |
|||||
Success criteria |
|||||
Barrier |
Desired outcome how it will be measured |
Actions |
Timescales person responsible |
Monitoring and evaluation |
Amount of funding to be spent |
Reading development |
Data analysis |
1-1 reading |
Teacher / TA |
Data AJ |
£1586.40 |
Objective: to develop writing skills |
|||||
Reasons for the approaches taken: some children need additional support with language skills e.g. turn taking, modelling of conversation. |
|||||
Success criteria |
|||||
Barrier |
Desired outcome how it will be measured |
Actions |
Timescales person responsible |
Monitoring and evaluation |
Amount of funding to be spent |
To develop writing skills |
Increased attainment and fluency in writing |
Writing programme |
TA |
Book look Data AJ |
Writing intervention £375 £1586.35
|
Objective: to develop speaking and listening in reception |
|||||
Reasons for the approach: Recommended |
|||||
Success criteria: improvement in speaking and listening |
|||||
Barrier |
Desired outcome how it will be measured |
Actions |
Timescales person responsible |
Monitoring and evaluation |
Amount of funding to be spent |
To develop speaking and listening |
Following Neli programme |
To follow 20 weeks NELI programme |
TA / reception teacher 20 weeks |
Observation Data look |
Training £0 Staff implementation ? update when know more |
Total:£24,438.09
Funding: £6,400 from Catch Up Premium
£17,485 from Pupil Premium