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Coronavirus (COVID-19) catch-up premium

Shakespeare Infant School has received the coronavirus (COVID-19) catch-up premium grant in academic year 2020 to 2021, to support children at our school.

 

 

 

  • How much did Shakespeare Infant School receive for the academic year 2020-2021?

 

  • How will the grant be spent?

 

  • How will the effect of this expenditure on the educational attainment of pupils at the school be assessed?

 

Shakespeare Infant School Catch Up Plan 2020-2021

In August 2020, the Government announced additional funding for schools to deliver Catch- Up funding following the COVID 19 lockdown measures. This amounted to £80 per pupil. The amount allocated to Shakespeare Infant School based on eligible pupils is £20,560

The Education Endowment Fund (EEF) has provided early research evidence around projections for the impact of school closures during lockdown, predominantly on the impact for disadvantaged pupils. The school’s strategic response to devising and implementing the Catch- Up programme fully takes these findings into account. In summary, the EEF projections for the impact of widespread school closures identify;

 

• The disadvantaged attainment gap widens

• Assessment of lost learning is crucial

• Targeted support in addition to wider school initiatives are required

• Absence rates upon return are crucial

 

Effective home learning programmes have been found to mitigate the impact. Shakespeare Infant School provided a standard home learning offer for all pupils. There is an acknowledgement that whilst the take up of remote learning was strong, a significant number of pupils (including disadvantaged pupils) have had a prolonged period without face to face teaching and learning.

 The purpose of this report is to effectively plan the way the Catch-Up money will be spent over the coming year and enable us to inform parents, carers and governors of the impact it has on pupil achievement.

 

Catch Up strategy statement

 

1. Summary information

 

School: Shakespeare Infant School

Academic Year: 2020-21    

Total catch up budget: £20,560

 

Total number of pupils:  263

 

 

Identified Vulnerable groups for gaps in skills and knowledge upon return in September 2020

Vulnerable group

Number in each Year group

Non engagement through lockdown

 

Y2

Y1(until June 2020)

YR

 

Disadvantaged

Y2 - 20

Y1 - 12

YR - 8

 

SEN

Y2 - 20  (3 EHCP 17 SEN)

Y1 -  13 (3 EHCP 10 SEN)

YR -  10 (10 SEN)

 

LAC/ CP

Y2- 2 (PLAC)

Y1 – 1 (CP)

YR

 

 

 

2. Barriers to catch up (attainment)

 

In-school barriers (issues to be addressed in school, such as poor oral language skills)

 

A.

Issues with attendance and punctuality

B.

Prior low attainment

C.

Y2 identified as having a high number of pupils vulnerable to social and emotional issues and special needs

D

Year 1 pupils vast majority still working within ELG

External barriers (issues which also require action outside school)

 

E

 

3. Desired outcomes

 

Desired outcomes and how they will be measured

 

Success criteria

A.

All pupils attend in line with all pupils nationally and be punctual for school. 

Attendance % matches or exceeds national

Internal records indicate that the gap is narrowing in attendance between PP children and all others.

(Currently attendance is 96.90% (Aut 1a)

(Spring 2b 95.50%)

B.

Pupils who have prior low attainment demonstrate rapid progress

% of Pupils with identified low attainment reduced to match/ exceed national

 

C.

Y2  pupils (identified as a high number of vulnerable pupils) respond positively and are well integrated to school life

% of Y2 pupils requiring additional support reduced over the year

 

D.

Y1 at ARE

ARE matches/ exceeds national

 

 

 

 

 

Planned expenditure

Academic Year

20-21

The plan below outlines how the use of Catch-Up funding improves classroom pedagogy, provides targeted support and supports whole school strategies.

  1. Quality of teaching for all (Quality First Teaching) WAVE 1

Desired

outcome

 

Chosen action /approach

 

EEF

Research link

 

Implementation

date

 

What is the evidence and rationale for this choice?

How will you

ensure it is implemented

well?

Costings

Staff

lead

When will you review

implementation?

All pupils attend

school and are

punctual

 

SLT and Admin

Whole school

attendance

focus

 

EEF Impact

of School

Closures

2020

 

From September

(ongoing)

 

Anticipated persistent absences to increase

due to parent/ pupil anxiety

SLT overview weekly

 

Met

within

school

budget

 

HT

To be reviewed

 

Initially weekly

(weekly admin meeting as well)

 

All pupils regain

the stamina and

work ethic prior to

lockdown to

sustain learning

throughout the full

school day

 

 

Character skills

and attributes

explicitly

identified and

praised across

whole school

(perseverance,

determination)

 

Character skills

interwoven

through lessons

with focused

praise from

adults

behaviour policy

reviewed

 

Clear

expectations

and class

management

techniques

 

EEF

Improving

Social and

Emotional

Learning in

Primary

Schools

September

(ongoing)

 

All pupils (including those

who have attended school

during lockdown) have

experienced reduced

curriculum timings/ lower levels of learning support.

 

Focus and sustained

concentration identified as

issues

 

 

Staff CPD character

Education

 

Staff CPD adapted

lesson planning and

classroom

management

techniques post

lockdown

 

Updated behaviour

policy shared and

agreed by all

 

Met

within

school

budget

HT

Week 12 – intention of moving to fully integrated provision by mid spring term

 

Hampshire Catch up curriculum for English and Maths continues throughout summer term due to 3rd lockdown from 5th January to 8th March 2021

All pupils have

sufficient

opportunity to

access regular

basic skills

revision and

instruction

 

Revision to

timetable of

school day 

 

Phase

adjustments to

meet needs

specific year

groups

 

Other subjects

protected in

weekly timetable

particularly PE

PSHCE,

Science and

Theme

 

Hampshire Catch up Curriculum implemented for English and Maths

EEF

Improving

Social and

Emotional

Learning in

Primary

Schools

September

Throughout

Autumn term

 

Assumption that all pupils

have increased gaps in skills

and knowledge due to lack of

daily practice

 

Effective

communication with

all staff of whole

school expectations

 

N/A

Year Leaders

Fortnightly review and evaluate

Ongoing  - looking at “minimum sufficiency “to support children accessing the next years curriculum

Gaps in

knowledge and

skills are

accurately

identified

 

Assessment screening

undertaken in appropriate

year groups for

phonics

 

-

November

Staff need accurate

information around gaps to

inform planning and

intervention

 

Standardised

screening across

yeargroup

 

 

N/A

AHT Assessment lead

 

From September

Ongoing  - looking at “minimum sufficiency “to support children accessing the next years curriculum

All pupils rapidly

recover

Reading skills

(including

phonics) so they

meet or exceed

ARE

 

KS1 recap training

in phonics – whole class approach with targeted support

 

Whole staff recap on cued articulation

 

-

September and ongoing

 

 

 

 

 

 

September

 

Reading identified as key area of vulnerability due to

lockdown

 

Teaching sequence

has proven track

record of success

 

Staff

training

sessions- no cost

 

EYFS Lead

English Lead

After week 4 – in class assessments

and screening

Intense support with reading from March 8th  - 4 volunteer reading champions and HT support

 

All pupils rapidly

recover

Writing skills so

they meet or

exceed ARE

 

Text drivers are used within lessons

 

Talk for writing used within lessons

 

Adjust proportion of composition and sentence structure accordingly with HAM

 

-

From September

 

 

From September

 

Writing identified as key area

of vulnerability due to lockdown

 

Teaching sequence

comes from HIAS and has shown proven success

 

Staff work with English lead – no cost

English Lead

Ongoing over year

Ongoing  - looking at “minimum sufficiency “to support children accessing the next years curriculum

 

All pupils rapidly

recover

maths skills so

they meet or

exceed ARE

 

  • additional pre

teaching and more of the same sessions to

close gaps

 

 

-

September and ongoing

Maths identified as key area

of vulnerability due to lockdown

Teaching sequence

comes from Maths HIAS team and has shown proven success

Staff work with Maths lead – no cost

Maths Leads

Ongoing over year

Ongoing  - looking at “minimum sufficiency “to support children accessing the next years curriculum

 

2. Targeted support WAVE 2/3

Desired

outcome

 

Chosen action /approach

 

 

Implementation

date

What is the evidence and rationale for this choice?

How will you

ensure it is implemented

well?

Costings

Staff

lead

When will you review

implementation?

Pupils in identified

vulnerable groups

supported socially

and emotionally to ensure good

attendance and

punctuality

HT actively

engaging with identified

groups

 

 

From September

(ongoing)

 

Identified vulnerable groups

are more likely to require

additional support to enable

them to attend school every

day and on time

 

Proven track record

of strategies that work well with local

community in

overcoming persistent absence

 

N/A

HT

Pupil progress meetings

 

Ongoing over year

LSA’s invited to attend all Pupil Progress meetings

Pupils in identified

vulnerable groups

supported socially

and emotionally to ensure they are in an optimum state

to learn

 

Mental Health Lead working with class teachers to support

 

 

From September

(ongoing)

 

Identified vulnerable groups are more likely to require

additional support to enable them to access learning

 

Proven track record in

restorative approach from PBS

to support emotional

well-being

 

N/A

AHT

September 2020

Pupil premium group work to meet class need with adult on a weekly basis

Pupils identified

as requiring

additional

emotional wellbeing

1:1 support

 

Emotional well- being

support (wherever

possible inside class)following bespoke

programmes if necessary

 

From September

onwards

 

Some pupils require

additional support to Wave

2/3

 

 

Met from

other

budgets

 

INCO

AHT

INCO weekly implementation of zones of regulation for one emotionally poor class

EHCP and SEN

pupils in years 1

and 2 supported

to make good

progress and to

be well prepared

for transitions

 

 

Provision for identified

pupils – 0.3 teacher

identified to support this

provision

 

HLTA to offer targeted support

 

Autumn term

High numbers of

disadvantaged, SEN and LAC/CP in KS1

 

INCO monitoring

 

AHT monitoring pupil progress in this

phase

 

 

 

40% HLTA time

 

£22, 770

 

 

HT

Fortnightly

 

Strengthening of transition programme across school and with Junior school

Employment of two additional SNA’s

Professional development of staff.  SNA to offer targeted support

 

From January 2021

Identified vulnerable groups are more likely to require

additional support to enable them to access learning

 

Proven track record in

restorative approach from PBS

to support emotional

well-being

 

£12,844 training

HT

Significant impact of Y2 SNA on wellbeing and emotional stability of pupil

 

 

 

 

 

 

 

 

 

 

3. Other approaches

Desired

outcome

 

Chosen action /approach

 

 

 

What is the evidence and rationale for this choice?

How will you

ensure it is implemented

well?

Costings

Staff

lead

When will you review

implementation?

Solution Circle staff meetings implemented

 

 

 

 

 

 

 

Throughout the year

All staff invited

Total Budgeted Cost

£35, 614

 

CATCH UP’ CURRICULUM Autumn 2020

Our pupil’s well-being is the priority for our curriculum as we begin the new academic year. We have developed a whole school catch up plan for the full return of all pupils to school which revisits key knowledge and ensures full coverage of the broad curriculum. Within the first few weeks there will be a focus on the reinforcement of learning routines, our ethos and our learning values in order to rebuild relationships and re-establish a sense of belonging.

March 2021 - A child’s emotional state will build the person they grow into and strongly influence their behaviour on a daily basis. Children will feel a variety of emotions for different reasons. Sometimes, children may not understand the emotion they are feeling or how to deal with it. SIS will help to teach children how to identify the emotions they are feeling, why they are feeling this particular way and how to express and cope with these emotions. This will ensure our children are emotionally secure in order to continue their academic learning journey.  At this point in the year, after the third lockdown, we have a minimum sufficiency expectation to represent the breadth and depth of curriculum knowledge (skills, understanding and behaviours) that will enable our children to progress into the next year’s curriculum.

Google Classroom was used to deliver a blended approach to learning throughout lockdown and remains active for weekly home learning activities.   

 

Well-Being

Due to the current needs of our children we have enhanced our curriculum with the development of some new, whole school strategies to support pupil’s resilience, self-regulation and emotional literacy. These include mindfulness sessions which incorporate opportunities for the children to practise mindfulness and self-awareness. Across the school, projects and sessions are planned alongside our PSHE planning which encourages a positive mentality and time for children to connect with their inner emotions. Our mental health lead has undertaken further training due to the current need for pupil’s emotional support. The children will establish even higher standards of hygiene within their new classroom environment including increased, regular handwashing.

 

Review of Children’s Learning Needs

In order to give all pupils the support they need to catch up, we will be assessing the knowledge and skills that have been retained from the previous year. These assessments will be completed for all pupils within the first 2 weeks of the Autumn term. These assessments will be used to tailor our curriculum; revisiting and consolidating key skills and knowledge where needed. Children will be signposted to intervention and catch up where needed. We are aware of those pupils who were unable to fully engage with home learning during the Summer home learning and will also support these pupils to make accelerated progress through our catch up intervention plans. We have identified learning that was either ‘missed’ or will require further consolidation from the Spring and Summer terms. Our Autumn project planning outlines where these concepts and objectives will now be taught. In some areas this involves recapping concepts and lessons for the whole class, and in others this means offering pre-teaching, and personalised support to individuals or groups of pupils.

 

This academic year we will continue to use effective quality first teaching methods which support memory and mental recall across the curriculum. AFL strategies which are well-established will ensure that pupils continue to develop independence when reflecting on and improving in learning. Teachers will use teaching methodologies including focusing on metacognition within daily teaching and learning and will deliver a ‘catch up curriculum’ that allows for the appropriate development and re-call of essential knowledge and skills.

This review of children’s learning needs continues from 8th March 2021 focusing on recoverable leaning, not lost learning. 

 

Our Ethos and Learning Values

 During the first half term we will re-introduce our daily routines for learning to all pupils. We will focus on the reinforcement of our Ethos and Learning Values and our Super Skills for Learning. This will support the children to settle and feel safe, familiar and confident in the school environment once again. Teachers will ensure that all pupils have time to practise the school’s expected procedures and expectations for learning such as the presentation of work, and peer and self-assessment in order to ensure that they once again feel independent to access learning in all areas of the broad curriculum.

 

Intervention ‘Catch Up’ Programme

Children will be allocated appropriate group or 1:1 intervention as identified from their baseline assessments in phonics, reading, number and writing. These interventions will be tiered according to need. Some children will receive support in a regular ‘in-class’ intervention sessions with their Class Teacher and Teaching Assistant. Some children may need to engage in a weekly ‘Catch Up lesson’ with an Intervention Teacher, using research-based interventions. Other interventions will be delivered by Senior Leaders and / or trained Learning Support Assistants, where pupils require more support. These will focus on Phonics, Reading, Maths - number knowledge/place value and writing. Writing support will be delivered within the class English session in order to ensure that pupils are not missing out on new learning. (All Interventions will be reviewed regularly and adapted according to the need and progress of the cohort).

We continue to use CT/LSA’s/SLT to deliver interventions where pupils require more support. 

 

Home-Learning Tasks

Homework has been updated in accordance with the Curriculum adaptation and will include specific tasks for individual children based on their unique learning needs including phonics and topic specific projects. There will be an on-going focus on spelling practice as this has already been identified as an area many pupils need to further develop in their writing. Reading Books will continue to be sent home weekly and pupils will also have access to books from the class library which they can choose for pleasure.

 

Collective Worship

We will carry out our daily collective worship within our Class bubbles this term. The Headteacher will also deliver class  assemblies in each class via Google Classroom.

 

 Parental Engagement and Support

Due to the current circumstances we are unable to deliver our usual ‘Welcome workshops’ instead we have communicated all information regarding the children’s new year groups to parents with a letter written by the new teachers via email and have created resources such as information power points which are accessible from our website. Although we are unable to have regular face to face discussions with parents we have an active email address for each class where parents can communicate with the class teachers. The Headteacher also has a separate email for confidential concerns which parents can use if needed. Telephone contact remains a valuable form of communication between parents and the school.

 

Remote Learning

In the event that a child must self-isolate due to ‘Test and Trace’ with no symptoms of Covid’19 or additional ailments, they will be provided with home learning in line with the class sessions for the week. In the event of a bubble or school closure, all children will access remote learning including recorded lessons by their teacher via the Google Classroom platform. In the event of a Class Teacher having to self-isolate with no symptoms of Covid’19 or additional ailments, they will teach live lessons, broadcasting to the whole class in the classroom with the Learning Support Assistant as the facilitator, via Microsoft Teams. (See our Remote Learning Policy for full information https://primarysite-prod-sorted.s3.amazonaws.com/shakespeareinfant/UploadedDocument/878ab1731a4b4f8e95ae044336809980/remote-learning-policy-sept-2020.pdf).

 

E-Safety

During the first 2 weeks of the Autumn term, all children have discussed the importance and current issues regarding Esafety in their class Computing sessions, as well as during their class assemblies. E-Safety will remain a key focus within school lessons as well as during any school closure periods of Remote Learning. During this year we anticipate that our children will be accessing the internet frequently and we will therefore continue to be support them to develop their knowledge of how to keep themselves safe online. This has also been communicated to parents in our Year Group welcome emails. Additional E-safety information and useful web-links for parents and carers are also accessible through our website.

 

We celebrated Safer Internet Day 9th February with a clear focus on how to keep yourselves safe on the computer whilst at home.

Safeguarding governor completed e-safety monitoring visit via Teams/pupil conferencing

 

Outdoor Learning

Throughout the school we utilise opportunities for outdoor learning wherever possible so that children can explore the outdoor environment, link what they are learning to the natural world, and take part in stimulating real life challenges such as gardening and building. In these circumstances we will be making even further use of outdoor learning (especially in PE), in order to ensure that the children have enough personal space. Each class has an outdoor gardening area. Our Woodland school, pond area and EYFS outdoor learning environment are in use throughout the week. We have made arrangements so that every class can enjoy the playground space within their bubble each day. Zones are alternated on a weekly basis. 

We celebrated Outdoor Classroom/Mental Health awareness day on 1st April 2021

 

 

 

 

 

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