Coronavirus (Covid-19) Catch-Up Premium - Willow Fields Community Primary School - Willowfields ...
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Willow Fields Community Primary School Coronavirus (Covid-19) Catch-Up Premium Pupils and young people across the country have experienced unprecedented disruption to their learning as a direct result of Coronavirus (Covid-19). Those from the most vulnerable and disadvantaged backgrounds are amongst those hardest hit. The impact of lost time in education is estimated by experts to be substantial and the scale of the response must match the scale of the challenge. In August 2020, the government announced additional funding for primary schools to deliver Catch-Up programmes following Covid-19 lockdown measures. This amounts to £80 per pupil. The amount allocated to Willow Fields Community Primary School, based on eligible pupils, is £10,880. School will receive this funding in 3 payments: - Autumn 2020 – an initial payment based on October 2019 census information - Early 2021 – a payment based on updated data from October 2020 census, this payment will take account of the initial part-payment made in Autumn, schools will receive a total £46.67 per pupil over this period. - Summer 2021 – Schools will receive £33.33 per pupil based on October 2020 census. The catch-up premium has been designed to mitigate the effects of the unique disruption caused by coronavirus (COVID-19), the grant will only be available for the 2020 to 2021 academic year. Schools should use this funding for specific activities to support their pupils to catch up on lost teaching over the previous months, in line with the guidance issued. 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 schools 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 disadvantage 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 in periods of lockdown have been found to mitigate the impact however there is an acknowledgement that whilst some pupils took up the offer of home learning, others did not and for those that did, interest waned as the period of lockdown increased. Therefore, for many of our pupils, there has been a prolonged period without face to face teaching and learning. *The Cooper et al. (1996) study which focused on the impact of summer closures has been widely cited when looking at the potential impact of the lockdown period. What should be noted is that they looked at summer vacations in the USA and these are typically around 3 months – twice as long as those in England but can be used as an appropriate comparison with the lockdown period. The headline estimate for summer learning loss was approximately ne month of learning – slightly higher in maths and lower in reading. They estimated that in reading and language “On average summer vacations created a gap of about 3 months between middle and lower class students.” Schools should use this funding for specific activities to support their pupils to catch up for lost teaching over the previous months. School leaders must be able to show that they are using the funding to resume teaching a normal curriculum as quickly as possible following a partial or full closure. Governors should scrutinise schools’ approaches to Catch-up from September 2020, including their plans for and use of Catch-up funding. This should include consideration of whether schools are spending this funding in line with their catch up priorities and ensuring appropriate transparency for parents. The approaches detailed in this plan supplement school improvement actions and strategies already planned for 2020-2021 and link to the following documents: • SIP 2020-2021 • Pupil Premium Plan • Remote Learning Policy
Use of Funds EEF Recommendations Schools should use this funding for specific activities to The EEF advises the following support strategies: support their pupils to catch up for lost teaching over Teaching – previous months, in line with expectations for the High quality teaching for all coming year. Effective diagnostic assessment Supporting remote learning Schools have the flexibility to spend their funding in the Focusing on professional development best way for their cohorts and circumstances. Access to technology To support schools to make the best use of this Targeted Academic Support – funding, the Education Endowment Foundation (EEF) High-quality one to one and small group tuition has published a coronavirus (Covid-19) support guide Teaching assistants and targeted support for schools with evidence based approaches to catch Academic Tutoring up for all students. Schools should use this document Planning for pupils with Special Educational Needs and Disabilities to help them to direct their additional funding in the (SEND) most effective way. Extended school time wider strategies Wider Strategies – Supporting pupils’ social, emotional and behavioural needs Communicating with and supporting parents Supporting parents with pupils of different ages Successful implementation in challenging times
High level intervention and re- engagment needed which is reviewed regularly. Medium level intervention. This could be individual support and whole school awareness of these pupils may be necessary. Additional low-level interevntion may be requiredif identified through additonal monitoring and assessment of pupils. Acceptance that the overwhelming majority, if not all pupils, will have significant gaps in skills and knowledge due to lack of daily teaching and daily practice.
Barriers to Catch-up (attainment) In-school Barriers A. Issues with attendance and punctuality – pupils and families have not been required to attend school during the first lockdown and we only had one key worker child attending in the first national lockdown and this was for one day. When school was able to re-open in June 2020 pupils came back gradually however there remain concerns with attendance and punctuality re families continuing to be fearful of sending their pupils to school and re-establishing the routines of the school day. Families need support with this aspect of school life as pupils need to attend regularly and punctually to access the support and learning available to them daily. B. Prior underachievement (identified as not on track to meet key stage expectations / internal data tracking) - Specific content from the curriculum has been missed which has resulted in learning being missed and there has been a stalling of the sequencing of pupils’ learning journeys. Pupils have returned with positive attitudes towards their learning and the curriculum has been adapted to be a ‘catch-up curriculum’ however there has been a clear regression in the maintaining of understanding in the non-negotiable skills of the curriculum; particularly in relation to maths e.g. maintaining quick recall of addition and subtraction facts as well as multiplication and division facts. This has impacted o pupils’ confidence and is causing anxiety. Pupils have also missed out on writing lessons and there has been a clear regression in the pupils’ fine and gross motor skills and a large percentage of the pupils in school need to access interventions to support this. The motivation to sit and write at length and writing stamina will need to be built up gradually with the use of breaks and careful writing of the modelling process. C. Pupils identified as being vulnerable to social and emotional issues – pupils and families have been significantly affected by lockdown and potential bereavement. Therefore this needs to be a focus of the plan as if pupils are not emotionally secure then they will not be ready to learn. Pupils have heightened anxiety due to Covid-19 and will also need support to socialise post lockdown and will need to be supported to follow schools’ routines and boundaries. The pandemic is on-going and the emotional strain in families will also be on-going and so we need to identify how we can support the family unit as a whole. D. Identified as missing reading / phonics lessons at a significant stage in their development – Pupils are not as fluent in their reading and the gap between those pupils and that read widely and accessed home learning and those who didn’t is increasingly wide. The bottom 20% of readers and pupils with SEND have been disproportionately affected but it is clear that it has affected all readers. Nursery, Reception and Year 1 are particularly concerning as they have missed out on a significant amount of phonics teaching. Reading and phonics is a particular focus of the work in school in all year groups and key stages. External Barriers
E. High number of pupils who have delay or impediment in language and communication in EYFS Expected outcomes In-school Barriers A. All pupils will attend in line with all pupils nationally and will be punctual for school B. Pupils who have low prior attainment or who are not on track to hit targets due to prior closure will demonstrate rapid progress C. Pupils respond positively and are well integrated into school life D. Years 1 and 2 are at age related expectation in reading External Barriers E. Pupils perform in line with their peers in relation to language and communication particularly in EYFS Desired Outcomes Approach Budget Review date Y6 pupils will have additional After school booster sessions Academic year 2020 – 2021 July 2021 (to be reviewed support to ensure that they are timetabled weekly across the (after half term – end of May = further post 2nd lockdown) secondary ready for transition year to target those pupils 25 weeks) in September 2021. falling behind and are working below ARE to help close the £1266 gap in attainment. Y5 pupils will have additional After school booster sessions Academic year 2020 – 2021 July 2021 (to be reviewed support to ensure that they are timetabled weekly across the (after half term – end of May = further post 2nd lockdown) ready to access Year 6 in year to target those pupils 28 weeks) September 2021. falling behind and are working below ARE to help close the £812 gap in attainment.
Pupils in Year 2 will make After school booster sessions Academic year 2020 – 2021 July 2021 ( to be reviewed accelerated progress in timetabled weekly across the (after half term – end of May = further post 2nd lockdown) phonics and reading skills year to target those pupils 28 weeks) having missed their final term falling behind and are working in Year 1. below ARE to help close the £1005 gap in attainment. Additional daily phonics lessons in class. Pupils in Year 1 will make After school booster sessions Academic year 2020 – 2021 July 2021 (to be reviewed accelerated progress in timetabled weekly across the (after half term – end of May = further post 2nd lockdown) phonics and reading skills year to target those pupils 21 weeks) having missed their final term falling behind and are working in Reception. below ARE to help close the £565 gap in attainment. Additional daily phonics lessons in class. Phonics tracking sheets implemented. Pupils respond positively and Pupils across the school Academic year 2020 – 2021 Completed December 2020 are well integrated into school access 1-1 counselling Cost of completion of the life. sessions with Well-being and counselling course Family support worker to ease anxieties and support with £500 reintegration into school. Pupils respond positively and Pupils within bubbles will Academic Year 2020-2021 July 2021 are well integrated into school access Relax Kids sessions (February – July = 20 weeks) life. with Well-being and Family worker after school to support £361 them with resilience and provide strategies for self- regulation.
Attendance improves across LR and MP to meet with A Academic year 2020-2021 July 2021 the school and is in line with Star Attendance fortnightly to (September – July 38 weeks) national data for similar analyse data and plan schools. interventions using a £3300 structured approach – letters home, visits, support packages etc. High number of pupils who School was chosen to Academic Year January 2021 July 2021 have delay or impediment in implement the EEF – July 2021 Baseline language and communication recommended NELI language assessments required and in EYFS and communication 3x30 mins group sessions per programme (Nuffield Early week (20 week programme) Language Intervention). HLTA and 2 x 15 min individual to deliver the programme and sessions per child to have the quality time to deliver this she will be backfilled by a HLTA £3100 appointed January 2021 to school.
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