Covid Catch-up Provision Plan
TREDWORTH JUNIOR SCHOOL
COVID-19 Catch-up Premium
Updated For School Re-Opening March 8th 2021
Total number of pupils:
Amount of catch-up premium received per pupil:
Total catch-up premium budget:
Children and young people across the country have experienced unprecedented disruption to their education as a result of coronavirus.
Those from the most vulnerable and disadvantage backgrounds will be among those hardest hit.
We must use our expertise and knowledge to ensure that we have a planned response designed to recover lost learning and overcome other barriers to progress that pupils may be experiencing.
This is an active plan and will be continually modified as we assess pupil needs and areas for development.
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 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.
To support schools to make the best use of this funding, the Education Endowment Foundation (EEF) has published a coronavirus (COVID-19) support guide for schools with evidence-based approaches to catch up for all students.
To support schools to implement their catch-up plans effectively, EEF has published the school planning guide: 2020 to 2021. This will provide further guidance on how schools should implement catch-up strategies and supporting case studies to highlight effective practice.
Gaps in Learning
Inconsistent engagement in remote education
Lack of social interaction with peers
Lack of engagement with physical activity and extra-curricular interests.
Initial response to return
Whole school data was gathered during October and has been used to formulate this plan.
The plan is formulated around EEF advice based on:
Teaching and whole school strategies
Teaching- Whole School Strategies
The best available evidence indicates that great teaching is the
most important lever schools have to improve outcomes for their pupils (EEF)
Build on Quality First Teaching principles and ensure an enhanced CPD programme prepares teachers to ensure best outcomes for pupils.
High-quality assessment is essential to great teaching, helping
us understand what pupils have (or have not) learned. Targeted
diagnostic assessments can support teachers to monitor pupils’
Identify a comprehensive assessment programme built on established baseline testing and further return to school testing to establish starting points for each individual.
Training provided for Teachers to provide effective remote education for pupils utilizing a variety of platforms.
Training in effective feedback and communication strategies to support home learning.
Additional Team Planning time built in to week to ensure consistency of planning, feedback and assessment
All pupils to have standardized assessment carried out in Oct 20 to identify current levels in Reading (NGRT), Maths (PMT) and spelling (NFER)
Assessment data to be analysed by SMT and individual pupil data and strategies for recovery by subject/strand identified for teachers.
March 21 build on above data with a new assessment suite using Rising stars, White Rose and Education City placement testing to identify pupil starting points and gap analysis.
March 21 Utilise SEND assessment materials, YARC (Reading) and Sandwell SENTR (Maths) to identify starting points and knowledge gaps for SEND pupils and widen use to other pupils whose progress has been impacted including those with EAL so that teaching and intervention is matched directly to pupil learning gaps.
White Rose Maths subscription
Purchase associated programs.
Rising Stars On Track
Education City subscription
Targeted Academic Support
Evidence consistently shows the positive impact that targeted
academic support can have, including for those pupils who are not
making good progress across the spectrum of achievement (EEF)
Mar 21 Create an Interventions and Recovery Team from existing SMT members( I and R team)
Develop a programme of targeted intervention utilizing up to date assessment around individual pupils.
I and R team to identify new asessment tools and train staff in their application in class
I and R team to analyse data and advise teaching staff on whole class/group strategies for recovery and intervention.
Identify 1:1 intervention, Group intervention in Reading, Maths and Spelling initially.
Produce an effective timetable for 1:1 and groups that is additional to core subject daily lessons.
Identify and train staff in the use of new interventions resources
Monitor progress using smart outcomes to ensure accelerated progress is achieved.
Purchase new resources that allow for placement assessment and gap analysis so that intervention groups can be targeted.
Rising Stars Maths, English
Wider strategies relate to the most significant non-academic
barriers to success in school, including attendance, behaviour and
social and emotional support.
Use GL Assessment PASS testing suite to gain a full understanding of pupil attitudes to school and well-being
Additional opportunities package available to all pupils weekly.
Designed to target social and emotional recovery and lost opportunities.
Health and Wellbeing Team to administer PASS test to pupils Oct 20.
H and W team to work with Curriculum team to ensure common strands indicated by data are built into the whole school Mental Health and Wellbeing Curriculum for each Year group.
I and R team to timetable Pastoral And Social Skills Intervention 1:1 and groups for pupils exhibiting anxieties and/or elements of social need.
A timetabled package of additional opportunities will be provided after school for all pupils with a menu that includes, additional physical activity, creative activities and STEM activities to replace lost opportunities.
Purchase GL Assessment PASS suite
Existing resources and intervention programmes utilised and staff training provided where required.
Cost of staffing with currently employed TA staff.
Additional opportunities package will promote social development and well-being and contribute to improved self-esteem and social reintegration. This will be monitored for impact on attendance and attitudes to learning.