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Covid Catch-Up Premium

 

Catch-Up Premium Plan

Thorpe Acre Junior School

 

Summary information

School

Thorpe Acre Junior School

Academic Year

2021-22

 

Guidance

 

Pupils and young people across the country have experienced unprecedented disruption to their education as a result of coronavirus (Covid19). Those from the most vulnerable and disadvantaged backgrounds are among those hardest hit. The aggregate impact of lost time in education is substantial, and the scale of our response must match the scale of the challenge.

 

Schools’ allocations in 2020-21 were calculated on a per pupil basis. In 2020-21 we received £14,720 which provided school with a total of £80 for each pupil.

 

 

Use of Funds

EEF Recommendations

 

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.

Schools have the flexibility to spend their funding in the best way for their cohort and circumstances.

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. Schools should use this document to help them direct their additional funding in the most effective way.

 

 

 

The EEF advises the following:

 

Teaching and whole school strategies

  • Supporting great teaching
  • Pupil assessment and feedback
  • Transition support

 

Targeted approaches

  • One to one and small group tuition
  • Intervention programmes
  • Extended school time

 

Wider strategies

  • Supporting parent and carers
  • Access to technology
  • Summer support

 

Identified impact of lockdown

 

Maths

 

Specific content has been missed, leading to gaps in learning and stalled sequencing of journeys. Pupils still appear to enjoy maths and lockdown has not affected their attitudes however they are quite simply, ‘behind’.

Recall of basic skills has suffered – pupils are not able to recall addition facts, number bonds, times tables and have forgotten once taught calculation strategies. This is reflected in arithmetic assessments.

 

 

Writing

 

Pupils haven’t necessarily missed ‘units’ of learning in the same way as Maths, however they have lost essential practising of writing skills. GPS specific knowledge has suffered, leading to a lack of fluency in writing. Even those who have maintained writing throughout lockdown appear to have been affected, however those who evidently didn’t write much are having to work additionally hard on writing stamina and improving their motivation due to the lack of fluency in their ability to write.

 

 

Reading

 

Pupils had access to a wealth of reading material during lockdown. This is something that was more accessible for families and required less teacher input. However, pupils are less fluent in their reading and the gap between those pupils that read widely and for pleasure and those pupils who don’t, is now increasingly wide. The bottom 20% of readers have been disproportionately disadvantaged.

 

 

Non-core

 

There are now significant gaps in knowledge – whole units of work have not been taught meaning that pupils are less able to access pre-requisite knowledge when learning something new and they are less likely to make connections between concepts and themes throughout the curriculum. Pupils have also missed out on the curriculum experiences e.g. trips, visitors and enrichment.

 

 

 

Planned expenditure - The headings below are grouped into the categories outlined in the Education Endowment Foundation’s coronavirus support guide for schools)

i. Teaching and whole-school strategies

Desired outcome

Chosen approach

Impact (once reviewed)

Staff lead

Review date

Supporting great teaching:

 

The foundation subjects will be planned with increasing detail and consideration for how pre-requisite knowledge will be taught alongside new learning, so that knowledge gaps can be reduced.

 

Curriculum leader release time

PPA

 

Gaps in pupils’ knowledge will be accurately identified.

Plans to plug these will be delivered. 

Gaps will be plugged.

Pupils will have caught up on lost learning.

 

Foundation curriculum leaders

Monitored by SLT

 

 

 

 

 

Feb ‘22

 

 

 

 

 

Teaching assessment and feedback

 

Teachers have a very clear understanding of what gaps in learning remain and use this to inform assessments of learning that are aligned with standardised norms, giving a greater degree in confidence and accuracy of assessments.

 

Implement assessments (see assessment policy) and record on Insight to identify gaps and to track performance.

 

 

Gaps in pupils’ knowledge will be accurately identified.

Plans to plug these will be delivered. 

Gaps will be plugged.

Pupils will have caught up on lost learning.

 

CTs

Monitored by SLT

 

 

 

 

July 22

Transition support

 

Pupils who are joining school from different settings or who are beginning in the new Communication and Interaction Resource Base have an opportunity to become familiar and confident with the setting before they arrive.

 

A welcome video of Thorpe Acre Junior School has been uploaded to the school website.

New intakes are paired with a peer buddy

Baseline assessments on arrival

Survey new intakes and their families

 

 

New intakes will feel well supported

No learning time is lost

CTs

Monitored by SLT

 

 

 

 

July ‘22

 

 

 

 

ii. Targeted approaches

Desired outcome

Chosen action/approach

Impact (once reviewed)

Staff lead

Review date?

1-to-1 and small group tuition

 

Identified pupils will have significantly increased rates of reading fluency. They will be able to comprehend reading better as a result of being able to read at pace without spending their working memory decoding and will have developed their skills of inference. They will be confident readers and dips in reading attainment will be negated.

English curriculum lead will deliver CPD and support staff to deliver quality first teaching of reading

Reading audit to be completed –using Reading Framework

Book corners to be developed

Subscribe to Leics Library Service –including CPD package

Purchase sets of group readers

Purchase books for the library

 

Pupils will further develop skills of inference

Attainment will be raised

Progress will be accelerated

LTP will be relevant, accurate and aligned to key learning objectives

 

ECL

Monitored by SLT

 

 

Mar 22

 

 

 

 

 

 

1-to-1 and small group tuition

 

Identified pupils will have support in reinforcing their understanding of basic maths skills and application of number.

 

Maths curriculum lead and Y4 lead teacher continue to attend Maths Mastery project

Maths curriculum lead and Y4 lead teacher disseminate info to remainder of staff

Introduction of Powermaths across the school

 

Pupils will further develop skills in mastery

Attainment will be raised

Progress will be accelerated

 

MCL

Monitored by SLT

 

 

July 22

 

 

iii. Wider Strategies

Desired outcome

Chosen action/approach

Impact (once reviewed)

Staff lead

Review date?

Supporting parents and carers

 

Pupils will have greater opportunities to access learning at home. Homework opportunities will reinforce recent learning; prepare for future learning and provide pupils greater independence.

 

Continue to use on line learning as a method to deliver homework

Parents feel able to support with homework

Homework supports class learning  

Pupils have the necessary resources

Pupils keep up with the curriculum

 

 

 

 

 

April 22

 

 

 

 

 

 

Access to technology

 

Pupils can access additional devices so that they can rotate through discrete teaching, reading fluency and independent online activities.

Teachers facilitate effective homework with increased capacity to share resources and communicate learning to pupils

 

 

Ed Tech support provided to teachers

Purchase additional laptops and laptop cabinet

 

Use of technology is embedded in learning

Teachers are confident to select the appropriate resource

 

 

 

 

 

June 22

 

 

 

 

 

Feb 21

CT = Class Teachers

ECL = English Curriculum Lead

MCL = Maths Curriculum Lead

SLT = Senior Leadership Team

Please contact the school office should you require a place for your child at Thorpe Acre Juniors. If you would like to purchase a book for school from our Wish List, please visit https://amzn.eu/4bxemLn
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