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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: 259

 

 

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)

 

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

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

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

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

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

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

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
  1. Targeted support WAVE 2/3

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?

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

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

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

 

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

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

 

 

 

 

 

 

 

 

 

 

  1. 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

Total Budgeted Cost

£35, 614

                         

 

 

 

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