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Covid Catch Up Premium

Covid Catch Up Premium Statement

The information here relates to how the funding received by Haberdashers' Slade Green Primary in 2020-21 is being used and what the intended impact of that spending is. 

What is the Covid Catch Up Premium?

Children and young people across the country have experienced unprecedented disruption to their education as a result of coronavirus (COVID-19). Covid-19 has exposed and deepened educational inequality, the EEF’s own research, published last summer, suggests that the disruption to learning is likely to have at least reversed the progress made in closing the disadvantage gap over the past decade. 

The catch-up premium has been designed to mitigate the effects of the disruption caused by coronavirus (COVID-19), is only available for the 2020- 2021 academic year and is calculated on a per pupil basis, providing a total of £80 for each pupil in years reception through to 11.  This is provided in three tranches across the year.

What funding we will receive

Total premium for 2020-21 will be £25,520 for 319 pupils. 

How will this funding be used?

Teaching and whole school strategies

Desired Outcome Action 
Teachers identify gaps in learning following lockdown Teachers make formal and informal assessments of children in the new academic year
Gaps identified are addressed.  Core skills and concepts, weakened during lockdown, are strongly embedded.  Children make accelerated progress in order to ‘catch up’

Employ an additional teacher on a part time basis to provide intervention across UPKS2 and to release VP to undertake key interventions.

Y4/5/5 split into 3 ways to provide focused and targeted teaching for writing, reading and maths.

Release of VP in afternoons to lead interventions.
Attendance of all children, particularly those identified as at risk of falling further behind is tracked and improves so as not to impact further on academic progress and pupil mental health

Monitor attendance of children to ensure they are in school to learn and that absence does not hinder catch up strategies.  EWO engaged if/when needed.

Children are supported to overcome any anxieties around returning to school and ensure a smooth reintegration into school life.

Identified children are taught strategies which help them build resilience that enables them to cope with challenging situations.

Children feel calm and safe when in school

Curriculum at the beginning of autumn term focuses on the mental health and well-being of pupils. 

Pastoral support managers trained to support children’s reintegration.

Pastoral support manager’s timetable provides therapy sessions for children that need support.

Promotion of worry boxes and who children should turn to if anxious.

Create a calming atmosphere for children

Targeted Approach

Desired Outcome Action 

Increasing targeted children’s time spent reading 1:1 to an adult, to close gaps in reading progress,

Children able to read without spending their working memory decoding. 

Dips in reading negated, children able to comprehend reading better.

Employ a Teaching Assistant to read with targeted children in Y1-Y3 on a one to one basis.  Train staff in Read, Write, Inc. 

Undertake Salford reading tests In September for Y1-3.

Gaps identified are addressed.  Core skills and concepts, weakened during lockdown, are strongly embedded.  Children make accelerated progress in order to ‘catch up’. 

Experienced, additional HLTA/ teacher to run targeted interventions with small groups or individuals during the afternoons.

To improve children’s spoken language skills and narrow attainment gap in reception.  Children to make accelerated progress with their language to meet GLD by the end of the year.

Participation in the NELI programme – time to release staff for training & purchase resources

BLAST programme to improve listening and communication.

Wider strategies

Desired Outcome Action
Pupils and families provided with pastoral support to encourage engagement. Additional support by Pastoral support managers provide to assist parents to reintegrate their children and increase attendance and engagement with learning.
Parents and carers are fully abreast of learning expectations, curriculum coverage and enrichment; their child’s attainment and progress Embed strong links via parent/carer correspondence (e.g. website/social media/telecommunication)