Covid-19 Catch-up Premium Strategy Statement

COVID-19 catch-up premium spending: summary

Total number of pupils:778
Amount of catch-up premium received per pupil:£80
Total catch-up premium budget:£62240

Strategy Statement

School catch-up priorities

  • To develop a recovery curriculum that reclaims all that is lost during the school closure, including social, emotional and academic losses.
  • To upskill staff with teaching and learning strategies and techniques post pandemic
  • To develop a programme of bespoke intervention to ensure that Year 11 students have the best possible chance of achieving their target grades and beyond, thus increasing life chances
  • To develop a Year 11 aspiration and mental/emotional health programme to foster motivation, positivity and hope during and after the pandemic
  • To develop a Year 10 intervention programme to ‘catch up’ lost learning
  • To develop a KS3 social and emotional programme; academic intervention, with a focus on core subjects

Core approaches to be implemented

  • Academic recovery curriculum review to focus on ‘Key Concepts’ as a way to address missed learning.
  • Social and emotional recovery embedded within each departmental curriculum; tailored sessions delivered in the form of assemblies, ‘Happiness Hour’, The Eden Centre and intervention.
  • CPD to support staff in structuring and delivering a recovery curriculum along with upskilling on teaching live lessons.
  • Teaching and Learning focus on retrieval, AFL, feedback, scaffolding as well as effective virtual lesson delivery.
  • Additional Year 11 intervention sessions running to support identified students; mental and physical health, emotional wellbeing, resilience and careers and aspiration sessions delivered to support students holistically.
  • Year 10 core ‘catch up’ intervention programme developed to ensure that students make rapid progress to make up for missed learning.
  • KS3 social and emotional programme developed and implemented by the pastoral intervention manager.
  • KS3 English and Maths ‘catch up’ sessions.

 

Overall Aims

  • Narrowing the attainment gap between disadvantaged and SEND pupils and others, both academically and socially.
  • To raise the attainment of all pupils at all key stages to close the gap created by COVID-19 school closures.
  • To instill confidence, self-belief and aspiration for pupils during and after the pandemic.
  • To ensure that students achieve their target English and mathematics target grades to increase life chances.
  • To fully equip teachers with the confidence and skills to design and deliver the recovery curriculum.

Barriers to learning

Low levels of literacy and numeracy at KS3 following missed learning.
Low levels of ICT literacy.
Poor access to laptops/internet for home learning, particularly disadvantaged students.
Low levels of student confidence, self-belief and hope, academically, socially and emotionally.
Upskilling of staff to build confidence teaching in a pandemic.
Lack of opportunity for live feedback in a pandemic.
Low levels of student attendance both in school and in virtual school.
High levels of parental anxiety, fear and confidence.

BARRIERS TO FUTURE ATTAINMENT
Academic Barriers
ALow levels of literacy and numeracy at KS3 following missed learning.
BDisremembering key concepts and ‘basics’ taught prior to the pandemic.
C
ADDITIONAL BARRIERS
External barriers:
DMany home environments are not suitable for home learning.
ELack of IT equipment, access to the internet and confidence in learning virtually.
FLow attendance due to illness, self-isolation of household/bubble.

Planned expenditure for current academic year

Quality of Teaching for all

ActionIntended outcome and success criteriaWhat’s the evidence and rationale for this choice?How will you make sure it’s implemented well?Staff leadWhen will you review this?
T&L Focus on Retrieval- Supporting retrieval of substantive and procedural knowledge
- Identifying gaps in knowledge
- Addressing gaps in knowledge and misattributions from distance learning
- Freeing working memory to allow students time to cope with trauma from Covid-19
- EEF report shows the impact of retrieval to close the gap and ensure all students can progress
- DfE guidance stresses the importance of retrieval to allow all students to get back on track by 2021
- QA
- Student Voice
- Assessments
- Subject meetings with Head of Department
- Learning Walks
- Staff CPD
LBR/Lead PracsTermly
Phonics Intervention for Y7 and Y8 students- Close the gap between the word rich and poor
- Ensure reading ages move close to chronological age to allow students to access the curriculum
- Phonics can add up to four months of progress based on EEF research.
- OUP Word Gap report
- QA
- Student Voice
- Reading Test data
- Monitoring intervention
- Staff CPD
AKE/KDAHalf-termly
Targeted CPD on virtual learning technology- Increased efficacy with how to deliver virtual lessons using Teams platform
- Improved student engagement with blended learning to stop the disadvantage gap widening
- T&L priorities maintained during blended learning
- EEF & DfE guidance shows the importance of good virtual teaching to ensure students can progress with the curriculum
- Staff voice tells us that this is needed
- QA
- Student Voice
- Assessments
- Subject meetings with Head of Department
- Learning Walks
- Staff CPD
LBR/Lead PracsHalf-termly
Revision guides for Y11 students- Chunked information to allow students time to process content
- Revisiting content taught during lockdown without ‘re-teaching’
- Increased attainment with all groups
- Focused revision to keep momentum during periods of blended learning
- John Hattie reports that teaching study skills can have an effect size of 0.63 – this will help close the disadvantage gap- QA
- Student Voice
- Assessments
- Subject meetings with Head of Department
- Learning Walks
SLT subject links/HODHalf-termly

Targeted Support

ActionIntended outcome and success criteriaWhat’s the evidence and rationale for this choice?How will you make sure it’s implemented well?Staff leadWhen will you review this?
KS4 extended school day, providing 1:6 small group tuition- Closure of gaps that have opened due to missed learning.
- Closure of the disadvantaged/SEND gap.
- Improved attainment in all subjects, with an emphasis on English and Maths.
- Students are more confident, have self-belief and are optimistic about the future.
-EEF evidence suggests that extending the school day and small group tuition has a high impact as an approach to catch up.-QA of sessions.
-Learning walks with a focus on individual student feedback.
-Close monitoring of attendance and swift action if students don’t attend.
-Pupil voice conducted to measure impact and make changes where necessary.
-Staff CPD on how to run an effective intervention session that is data driven.
NRE/VRO/SRUTermly
Intervention sessions built into the timetable for English, Maths and Science through appointment of additional staffing in these areas- Closure of gaps that have opened due to missed learning in Core subjects.
- Closure of the disadvantaged/SEND gap.
- Improved attainment in English, Maths and Science.
-EEF evidence suggests that extending the school day and small group tuition has a high impact as an approach to catch up.-QA of sessions.
-Learning walks with a focus on individual student feedback
-Pupil voice conducted to measure impact and make changes where necessary.
-Staff CPD on how to run an effective intervention session that is data driven.
NRE/VRO/SRUTermly
KS3 literacy and numeracy catch up- Closure of gaps that have opened due to missed learning in Core subjects.
- Closure of the disadvantaged/SEND gap.
- Students become more literate and numerate across the curriculum.
- Increase in reading ages for KS3 students
-EEF research states that literacy intervention can improve progress up to 5 months.-QA of sessions
-Pupil voice conducted to measure impact and make changes where necessary.
-Close monitoring of attendance to sessions and swift follow up where students have not attended.
-Staff CPD in effective delivery of Literacy/Numeracy programmes.
HKH/KDA/TMUTermly

Other Approaches

ActionIntended outcome and success criteriaWhat’s the evidence and rationale for this choice?How will you make sure it’s implemented well?Staff leadWhen will you review this?
Sound reading-Phonics development to impact on reading age-Sound reading has a well evidenced impact on student reading ages. Phonics can add up to four months of progress based on EEF research.-Staff CPD to ensure impactful delivery
-QA of sessions
-Regular testing to measure impact
KDA/LBRHalf Termly
Access to technology-Audit of student devices and access to the internet, supporting those who do not have access with school laptops/internet access.-Due to periods of self isolation from school, students can access virtual school.-Half termly technology audits.
-Support for parents and carers.
-Monitoring online engagement and swift parental contact if students do not engage.
HKH/ASLsHalf termly
Total budgeted cost:£13,000

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