GSO Test

"I can do all things through Christ who
strengthens me" (Philippians 4:13)

Brave, Curious, Determined

Covid 'Catch-up' Premium Plan

Catch Up Premium Strategy Plan 2020/21

Expected funding £3200

 

‘Teachers and families across the country have provided extraordinary support to help children learn at home during the Covid-19 pandemic. However, for many children, the disruption caused by school closures will have had a negative impact on learning and wellbeing.’  Education Endowment Foundation (EEF) – COVID-19 Support Guide for Schools June 2020

Using catch-up funding

‘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 …’ DfE February 2021

 

At Bedfield CEVC Primary School, we know that lockdown and school closure has been a challenging time for children. Parents and teachers have worked hard to ensure that home learning has been as effective as it can be in supporting children to develop knowledge and skills across the curriculum, particularly in English and Maths. However, we recognise that lack of direct teaching, classroom support and the presence of peers, has made learning harder.  We use teacher assessment to ascertain where pupils need catch up support. They may need support for their wellbeing and/or for their learning. 

Covid Catch Up Plan

Action / intervention

Small class sizes

Rationale

Great teaching is the most important lever schools have to improve outcomes for their pupils.’ (EEF – June 2020) Therefore we have kept class sizes small, by splitting into three full time class ‘bubbles’. This enables teachers to provide more focused support to all pupils.

Success Criteria

With smaller teacher: pupil ratios, every child will benefit from teacher support. This will help teachers to closely assess individual learning gaps/wellbeing needs, and effectively support their pupils.

Expected Expenditure

£1500

Impact

Teachers were able to give more time to each individual and support them in moving forward with their learning. Children’s confidence grew and time was given to building reading and problem-solving skills. Children’s progress and attainment is assessed termly through use of PIRA and PUMA assessments (Progress in Reading/Progress in Understanding Mathematics) and through teacher assessment. Gaps in learning are checked and addressed through the support given.

 

Action / intervention

Teaching assistant support in class

Rationale

TA assistance extends the support teachers are able to give to their pupils. Tas are trained as Mental Health Champions to support children’s wellbeing.

Success Criteria

Children benefit from adults having time to support them in small groups and as individuals. They have an ambassador for their emotional and wellbeing needs. This helps them settle back into school life and move forward with heir learning.

Expected Expenditure

£500

Impact

TA support enabled catch up groups for RM maths, Spelling Frame, Handwriting and Speech and Language. Guided reading groups supported children in catching up with reading comprehension and vocabulary development. TAs supported individuals with social, emotional and mental health needs, which has improved their self-esteem and confidence.

 

Action / intervention

1:1 Support

Rationale

Tas take small groups/individuals out for catch up support

Success Criteria

Children build confidence in class and have the support needed to experience success and regain independence in their learning.

Expected Expenditure

£500

Impact

Children had pastoral support from TAs for their social and emotional needs, after the impact of COVID lockdowns on their wellbeing. This has helped children to build back confidence. They also supported learning in class, providing scaffolding for learning, which built confidence and supported progress.

 

Action / intervention

RM Maths

Rationale

A programme to support children in regular revision and learning of key maths skills.

Success Criteria

Children build confidence in their maths across the maths curriculum. This closes gaps and helps them to make progress.

Expected Expenditure

£200

Impact

Children used RM maths during registration periods in class to bridge gaps in learning and this has helped them to go over key skills and apply these in their class maths.

 

Action / intervention

Spelling Frame

Rationale

A programme to support children in regular practice and revision of spelling patterns.

Success Criteria

Children’s ability to apply spelling patterns in their writing improves.

Expected Expenditure

£30

Impact

Children were able to build spelling confidence through repetition of spellings in games.