COVID-19 Catch-up plan
(April 2021- following lockdown 3)
In June 2020 the government announced £1 billion of funding to support children and young people to catch up on missed learning caused by coronavirus (COVID-19). Therefore, throughout the school, we have identified children (table below) that will benefit from the following range of intensive teaching and learning initiatives to support these children to make their expected progress. It is for the academic year 2020-21 only. The school received £38,720.
Statement of Intent
We at St Joseph’s Catholic Primary School believe that the highest possible standards can only be achieved by having the highest expectations of all learners. Some pupils, from both disadvantaged/ those deemed as vulnerable by the school and non-disadvantaged backgrounds, require additional support to ensure they get the best possible outcomes.
From monitoring and analysis, we have found that the children affected are from a range of ability groups. Therefore, no matter their starting points, we will use all the resources available to us to help all children reach their full potential. This has always been our vision for children at St Joseph’s.
School focus- Early Years, Year 2 and Reading
Since the children have returned to school, from analysis of in-house assessments, observations and work scrutiny, it seems that Early Years and Year 2 children have been particularly affected by successive lockdowns. Reading will be prioritised across the school but more resources will go to these year groups as analysis has shown that these year groups have been negatively impacted.
How will the effect of this expenditure be assessed?
At St Joseph’s, we are using this funding to support pupils’ education recovery in line with the curriculum expectations in the actions for schools during the coronavirus outbreak guidance (DfE catch-up premium guidance, 2021). To assess the impact of this funding, we are using the following methods: ·
- Regular assessments will be used to ensure those targeted children are making rapid and sustained progress in this prime area.
- Books and children’s data will be assessed by teachers regularly to ensure children are making progress. This in turn will support planning, teaching and assessment.
- Lesson observations, monitoring, books and pupil progress meeting by phase leaders and Headteacher to ensure those children’s gaps are being addressed and children are appropriately challenged.
- ELSA/FEIPS assessing and monitoring the children’s well-being throughout their sessions.
- Children’s safeguarding and emotional well-being survey will be completed by these children across the school to monitor children’s attitudes, emotional resilience and their general well-being.
Actions: Time spent on mental health, wellbeing and social skills development:
- This will be at the core of all catch up work as many children will have not been in formal school setting for a number of months. When the children returned to school, we had a wellness week (w/c 08.03.2021). We taught the children about how to keep safe and our new rules to do this and prioritised activities to allow them to reflect on their time since we last met. We are also planning another mental health awareness week in line with the national Mental Health week (w/c 10.05.2021).
- We continue to use our bespoke SOW to deliver our PSHE curriculum, alongside this additional time will be spent focusing on mental health and well-being for example wake and shake and mental health/well-being focus days.
- School FIEPS and ELSA, having more time available throughout the school day offering advice and support to those children deemed as vulnerable or in need of additional support (costing per an hour £32).
- Some of the children identified as requiring additional support will receive this in their maths and English groups. These interventions are planned for by the teacher and the children then work with an additional class teacher or LSA in the class to allow for smaller ratios and more targeted support.
- Teachers and subject co-ordinators are adapting the current SOWs to ensure they meet the needs of all children based upon work scrutiny, teacher observations and in-house assessments.
Targeted group support/1:1 intervention:
- There is extensive evidence supporting the impact of high quality one to one and small group tuition as a catch-up strategy. In addition to the extra in class support, some children identified most at risk of falling behind in English and maths, partake in small group targeted interventions. These sessions are run by a teacher or LSA. The sessions are fast paced and work on lost learning from the prior year group or work missed in lockdown in order to give children the best possible chance of progressing in their current year group.
- Some children receive one to one intervention. These one to one intensive sessions allow individual learning particularly in relation to reading, spelling and phonics.
- Reading will be prioritised across the whole school. This will enable children to regain the appropriate reading and comprehension abilities, with focus given on the comprehension of what is read. This is supported by teachers and support staff who read with these children across the school. Any child identified as needing additional support with their reading are being heard at least 4 times a week in KS1 and 3 times a week in KS2. Alongside this, class teachers read to the whole class every day to promote engagement in a variety of texts.
- Resources to enhance teaching and learning in English and maths have been purchased e.g. phonics games, practical maths equipment etc…
- DB Primary enables some activities to be accessible through games such as spelling and times tables which enable the children to access resources at home and is encouraged by their teachers in school.
- During the lockdown DB primary was used to support ‘catch up’ children from the Autumn term and differentiated/ personalised learning provided to some children as and when appropriate.
- We have provided teachers and LSAs with opportunities for their professional development. Alongside this, staff meeting time is allocated so that teachers can identify gaps in the curriculum that have been identified as a result of lockdown.
- Early career teachers/ NQTs have not had the opportunity to develop their practice due to school closure, therefore are receiving additional mentoring and support.
- Additional FEIPS and ELSA support across the school.
- Additional LSAs supporting in English and maths set as well as implementing additional interventions across the school.
- Additional qualified teachers implementing target group support/1:1 intervention in different classes.
- Additional cover for subject leads and class teachers to attend training as well as adapt SOW to support in meeting the needs of all children.
- Resources to enhance teaching and learning in English and maths as well as resources to support children’s well-being.
- Additional mental health resources
- Qualified teachers providing differentiated and personalised learning to support ‘catch up’ children from the Autumn term.
Updated May 2021