Catch-Up Premium
October 2021
Coronavirus (COVID-19) catch-up premium 2021/2022
The government COVID-19 catch-up premium has been established to mitigate the effects of the unique disruption caused by coronavirus. The grant was only available for the 2020-2021 academic year but a reduced figure is in place for the academic year 2021-2022.
Schools should use this funding for specific activities to support pupils to catch up for lost teaching time over the previous months. To support schools to make the best use of the funding, the EEF has published a support guide:
The DfE has set out the following Curriculum Expectations, to ensure that all pupils – particularly disadvantaged, SEND and vulnerable pupils – are given the catch-up support needed to make substantial progress by the end of the academic year.
Education is not optional
All pupils receive a high-quality education that promotes their development and prepares them for the opportunities, responsibilities and experiences of later life.
The curriculum remains broad and ambitious
All pupils continue to be taught a wide range of subjects, maintaining their choices for further study and employment.
Remote education
DfE asks that schools meet the following key expectations:
1. Teach an ambitious and broad curriculum in all subjects from the start of the autumn term, but make use of existing flexibilities to create time to cover the most important missed content. In particular, schools may consider how all subjects can contribute to the filling of gaps in core knowledge, for example through an emphasis on reading.
2. Aim to return to the school’s normal curriculum in all subjects by September 2021 maintaining our online learning to mitigate absence.
3. Plan on the basis of the educational needs of pupils. Curriculum planning should be informed by an assessment of pupils’ starting points and addressing the gaps in their knowledge and skills.
4. Develop remote education so that it is integrated into school curriculum planning.
Schools should set out how they will allocate the additional funding to support curriculum recovery this academic year. The EEF guidance suggests a 3-tiered approach:
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Overall Strategy Area |
Specific teaching strategies |
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Teaching and whole school strategies |
Supporting great teaching Pupils assessment and feedback Transition support |
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Targeted approaches |
One to one small group tuition Intervention programmes Extended school time |
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Wider strategies |
Supporting parents and carers Access to technology Summer support |
As with all government funding, school leaders and trustees must be able to account for how the money is being used. Therefore, the impact and spending strategy for this catch-up premium will be reviewed regularly at Full Trustee Board (FTB) meetings throughout the 2021-2022 academic year. When Ofsted re-commence routine inspections, they will make judgements about the quality of education being provided which will include how we are using the funding to ensure the curriculum has a positive impact on all pupils.
Catch-up Premium
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Summary information |
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School |
Campion School and Language College, Bugbrooke, Northamptonshire |
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Academic Year |
Sept to Sept - 2021/22 |
Allocated Funding |
See budget below |
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Total NoR |
1187 |
Number of pupils eligible for PP |
210 |
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Budget
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2021/2022
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Allocated Funds
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Spent
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Carry Forward
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Recovery Premium
*School led tutoring grant
(Pay for 25% of any programme max of £18 per hour. £17 per hour to be funded if we pay our staff £35 per hour) |
28,783
24,097
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Total Cost
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52,870 |
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Barriers to Learning |
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B1 |
Understanding the ability of new year 7 intake: The absence of KS2 SATS data to support with the setting of students and identifying level of need |
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B2 |
Low Literacy and Numeracy levels |
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B3 |
Gaps in curriculum knowledge due to lost learning time during lockdown as identified by Subject leaders |
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B4 |
Wellbeing: concerns around anxiety and safeguarding issues following the lockdown period |
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B5 |
Students adjusting to new normal school routines |
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B6 |
Significant disruption to teacher training programmes affecting new ECTs (10, 8 in second year) |
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B7 |
Students fear of returning to terminal exams and lack of exam experience |
Campion Catch-up Premium Strategy Outline 2021 – KS3-5
|
Strategy Area |
Actions |
Key Stage |
Intended Impact/ So What? |
Cost |
|
Targeted approaches |
● Bespoke REACH programme is in place for students in Y7-9 who are not Secondary ready in English and Maths. ● Set 9 English and Maths provision introduced to support ‘catch up’. ● Review of Y7-9 curriculum to address KS2 subject content gaps. ● Appoint additional TLR holders to oversee KS2 into 3 transition. |
3 |
Students in Y8 and 9 are making expected progress in line with National Benchmarks (GL Testing) funded from a separate budget.
Students in Y7 are KS3 ready and students in Y9 are KS4 ready. |
£65779 (staffing) |
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Targeted approaches |
● DEAR Programme for Y7-9 supports literacy development. ● To recruit an additional literacy trained KS2 expert to support REACH programme. ● Evaluate/ Renew reading and literacy software licenses. |
3 |
Age related reading ages/expectation for all students. |
£10000 (staffing) £500 against renew reading and literacy software |
|
Targeted approaches |
● Saturday school is re-established and prioritises PP and SEND students within KS4. Cost of running Saturday school for English and Maths £140 per day ● Targeted setting of PP/SEND students in KS3. ● Strategic deployment of SEND/PP specialists within Y11 to support Maths, English and Science accelerated catch up. |
3/4 |
PP/SEND gap closes |
£2500 to run to Easter holidays to include rewards |
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Wider Strategies |
● Raising expectations through a full and varied careers programme targeted at those who have been most affected by COVID. ● Careers interviews by SLT team to target our most vulnerable students. ● Provide opportunities outside of the classroom to raise aspiration and confidence in reaching next steps. |
3-5 |
Increased aspiration is evident through greater awareness of ‘Next Step’ opportunities. |
Nil |
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Targeted approaches |
● After school intervention prioritises students to ensure accelerated progress. Pay our staff to deliver in groups of five English, Maths and Science for 30 students ● RAP meetings analyse progress of Y11/13 students and respond with bespoke actions. ● TAG Assessment Plan to be agreed and shared with all staff to support the contingency plan of teacher assessed grades. ● To establish a mentoring programme to support our most in need students. ● Monitoring of teachers in front of students (Right teacher, right class). ● Joint RAP meeting (English/Maths) to identify students who are not achieving in English or Maths (At risk students). ● To offer Functional Skills or equivalent to a targeted group of students who are at risk of not achieving a level 2 qualification in English/ Maths. |
4/5 |
P8/VA in line with MEG target. Basics - 80% achieve 9-4 in English and Maths Basics - 16% achieve 9-7 in English and Maths. No students to leave without a qualification within the Basics |
£5000
Potential cost unknown |
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Targeted approaches |
● Establish identified list of underachieving More Able students. ● Adapt SOLA to support the closing of gaps within this identified group. ● Teacher led tutoring to take place remotely and enhance stretch and challenge for the more able. 50 hours of tutoring from our own staff paid at £35 per hour. |
Y10 |
Most able, who have been identified as being below expected progress at the end of Y9, to be ‘on track’ to achieve in line with their MEGS in the summer of 2022. |
£1750 |
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Targeted approaches |
● To analyse PASS surveys within Year groups and identify those who require additional support with regard to mental health concerns and attitudes to learning. ● To recruit additional wellbeing capacity to support a rising number of mental health issues that are evident across the school. |
3-5 |
Improvements in attitude to learning is demonstrated by PASS survey outcomes at least 90% on curriculum demands strand with 70% demonstrating confidence in their learning. |
£16000 to fund part time counsellor |
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Targeted approaches |
● RAP meetings identify subjects where additional capacity or support is urgently required to safeguard student progress. ● Computer Science may need supporting by SLE consultancy. ● Strategic use of Easter school, half term revision conferences, external support from the NTP and school led tutoring to support rapid progress. |
4/5 |
Levelling up of students in subjects identified by a rigorous RAP programme. |
£1000 (unknown cost dependent on need) |
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Wider Strategies |
● Heads of Faculty to ensure that all resources are provided within all google classroom to support and minimise the impact of absence on students’ progress. ● Heads of Year to re-audit where device barriers remain or exist to support any students who may be on a Covid related absence (Y7).
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4-5 |
Attendance barriers (Covid related) are overcome by the provision of resources across all subjects. |
Nil |
| Wilder Stratergies |
● Additional temporary administration hours to provide support for the attendance team to be able to strategically intervene with key students. * A discussion with trustees to release additional funding. |
3-5 | Extra capacity supports improved attendance for students affected by Covid with Persistent absence being reduced to 20% or less. | * £4,250 |
| Targeted approaches | ● HMn to create and audit PP provision for school visits and then produce strategies to support further enrichment opportunities. | 3-4 | 100% of PP students experience enrichment activity/trip/visit across the academic year. | Nil |
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Total Cost * If trustees fund the administration cost |
£106,779
£102,529 (-£10,000 on planned spend approx.) |
*The costs associated with this action are either funded from a different Campion budget or are a combination of funding from catch-up budget and other budgets
