COVID catch-up premium report - COVID catch-up premium spending: summary - Cannon Park Primary School
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COVID catch-up premium report COVID catch-up premium spending: summary SUMMARY INFORMATION Total number of pupils: 196 Amount of catch-up premium received per pupil: £80 Total catch-up premium budget: £15680 STRATEGY STATEMENT At Cannon Park, our aim is to ensure all children are back on track in their learning to the point which school closed in March 2020. School Priorities: To identify gaps and re-establish good progress in phonics to enable a return to the normal curriculum content by Summer 2021, leading to EYFS and KS1 outcomes in line with national expectations. To identify gaps and re-establish good progress in reading and writing to enable a return to the normal curriculum content by Summer 2021, leading to EYFS, KS1 and KS2 outcomes in line with national expectations. To identify gaps and re-establish good progress in mathematics to enable a return to the normal curriculum content by Summer 2021, leading to EYFS, KS1 and KS2 outcomes in line with national expectations. To ensure all children receive a broad and balanced curriculum, which provides progression in both knowledge and skills as well as including, engaging and inspiring all children. Our Approach: A) improve learning through digital technology. We will be guided by EEF recommendations from its guidance Using Digital Technology to Improve Learning. B) Promote reading, including phonics and reading for pleasure, in all children. C) Support Quality First Teaching through ongoing CPD, effective support for all staff Our Aims To ensure all children receive a broad and balanced curriculum. To raise the attainment of all pupils to close the gap created by COVID-19 school closures Page | 1
Barriers to learning BARRIERS TO FUTURE ATTAINMENT Academic barriers: A In reading, baseline assessments show 10% children have returned to school in Autumn 2020 at a lower attainment than in Spring 2020. B In mathematics, baseline assessments show 16% children have returned to school in Autumn 2020 at a lower attainment than in Spring 2020. C In phonics, children in Year 1 and Year 2 have missed teaching phases, leading to gaps in learning as they return to school in Autumn 2020. ADDITIONAL BARRIERS External barriers: D Most children have been out of school since March 2020, which may affect their learning behaviour as they return in September 2020. E Recent events may have affected the wellbeing of children. F Some children will continue to be unable to attend school due to COVID-19 isolation periods, leading to low attendance. Page | 2
Planned expenditure for current academic year
Quality of teaching for all
All actions will be reviewed half termly.
Action Intended outcome What’s the evidence and How will you make sure it’s Staff lead Cost
and success criteria rationale for this choice? implemented well?
CPD on maths and All staff are aware of All staff need to receive effective, TR to create a termly plan of staff TR School budget
English for all staff. how to support regular CPD to provide the best CPD linked into school development
children to ‘catch-up’ teaching and learning for our plan.
on their return to children.
school.
Implementation of All children will To promote engagement and TR to support teachers in planning TR School budget
reviewed and updated receive a broad and pupil wellbeing, we believe all and teaching the reviewed
curriculum. balanced curriculum, children need to access the full curriculum.
which provides curriculum from September.
Subject leads given time to carry out
progression in both
‘book looks’.
knowledge and skills
as well as including, Teachers given time to assess
engaging and curriculum learning.
inspiring.
Subject leads given time to create a
termly subject summary.
Page | 3Develop online learning Children will be able ‘If you use LbQ for just ten minutes a Learning by Questions will be TR £800 for a
in KS2 through the use to access question day, you could increase learning by purchased by half term in Autumn one-year
of Learning by sets in reading, more than 20% in an academic following a demonstration with HT, subscription
Questions. mathematics, year.’ Feedback 50 Project DHT and Maths Lead.
grammar, spelling CPD for all KS2 staff on 9.11.20
and science, in LbQ directly addresses each of the
Follow-up CPD for all KS2 staff in
school or during EEF recommendations from its
January 2021.
remote learning. guidance Using Digital Technology
Children are provided to Improve Learning. TR to monitor usage in school and, if
with feedback on Learning by Questions contains applicable, during remote learning
each incorrect Question Sets for reading, maths, and support staff as necessary.
question. As a result, SPAG, science, mainly for KS2. TR to analyse assessment results at
RWM attainment will Where LbQ is different from similar Autumn end.
be back on track by products (e.g. Mathletics), is that if a
Summer 2021. child gets a question wrong, they are
given immediate feedback with
support on how to find the correct
answer.
Page | 4Develop online learning Children will be able In the context of the UCL-IOE study, AW to meet with Pearson rep in TR/AW Bug Club
in EY and KS1 through to access a wide conducted at 30 schools for primary Autumn 1 and arrange a trial. Online
the use of Bug Club. range of phonetically school teachers and students using AW to share trial with KS1 staff. £3774.60 for a
decodable books at Bug Club to support English (Key three-year
Staff meeting on 9.11.20 for all
home, even if they Stage 1 and Key Stage 2), Pearson subscription
EY/KS1 staff to discuss how Bug
are remote learning. found that:
Club would work in school.
After 5.5 months, pupils using Bug
Develop reading in EY Autumn 2 – Bug Club purchased
Teaching and Club made significantly greater
and KS1 through Bug Club expectations to be created
learning of Phonics progress in their reading than
purchasing additional as a team and monitored by TR/AW Bug Club
will be consistent children in schools not using Bug
Bug Club books, regularly. Books
across EY/KS1 Club as measured by the InCAS
including 268 through the use of standardised reading assessment. Parents to be given a choice of £1646.66
phonetically decodable Phonics Bug. physical books or online books from
After 12 months, pupils using Bug
books and 171 Bug Club or a combination of both.
Club continued to make highly
independent reader
As a result, reading statistically significant gains in their
books.
attainment will be reading when compared to pupils not
back on track by using Bug Club as measured by the
Summer 2021. InCAS standardised reading
assessment.
After 18 months, pupils using Bug
Club made significantly greater
progress in their picture vocabulary
than children in schools not using
Bug Club.
After five terms, pupils in the Bug
Club programme were 11 months
ahead on their expected age
equivalent reading score, relative to
their chronological age as measured
by the InCAS standardised reading
assessment.
After 5.5 and 12 months, Bug Club
made a statistically significant impact
on the reading gains of children in
receipt of pupil premium as
measured by the InCAS
standardised reading assessment.
Further evidence
Page | 5Develop online learning Children will be able Evidence from EEF on using digital CW to find best quote and purchase CW/TR/JY £7949
by purchasing to access digital technology to improve learning. Chromebooks
Chromebooks. technology in school TR to organise use of Chromebooks
regularly to support across the school, in combination
their learning. As a with existing digital technology
result, children will be
JY to support staff in digital learning
more confident in
as computing lead.
using digital
technology during
remote learning.
Develop online learning Children in EY and Maths Shed has been developed to TR to work 1:1 with EY/KS1 teachers JY £65
in mathematics for KS1 will be able to be ‘dyslexia friendly’ using the ‘Open to train them on how to use Maths
EY/KS1 through the develop basic Dyslexic’ font and has three levels of Shed in school and while children
use of Maths Shed. number skills online, difficulty to support pupils of all are remote learning.
both in school and abilities through the maths
while remote challenges with appropriate degrees
learning. of scaffolding.
As a result,
mathematics
attainment will be
back on track by
Summer 2021.
Page | 6Update reading books Children in Y5/6, who Badger Learning offers two book NC to research appropriate books for NC £464
for Y5/6. are below age-related sets which cover from 200L-650L. Y5/6.
expectations in The Barrington Stoke AR Pack School to purchase books.
reading (Y5 38%; Y6 would add books that look age
NC to share books with Y5/6
50%) will have a appropriate by authors children may
children.
wider range of books have heard of. All three packs would
to select from, books provide 96 books to be split between Class Teachers/TAs will promote
which they may the two classes. Children who are books to relevant children and
enjoy, which will still below age-related expectations monitor usage.
promote a love of for reading will have a more age
reading and increase appropriate range of 'real' books to
engagement. choose from, which will increase
engagement and developing a love
of reading.
Purchase White Rose Quality first teaching The three main aims of the National JY to look into White Rose Premium. JY £99
Premium to support in mathematics will Curriculum are for all children to be School to purchase in Autumn.
teaching and learning improve due to a fluent, to reason and to problem
JY to lead staff CPD on how to
of mathematics. wider range of solve. It’s therefore vital that all
incorporate White Rose Premium
resources to support children can access all the
resources in our learning resources.
learning resources in questions. White Rose has varied
mathematics. the level of challenge in their
Children learning reasoning and problem-solving
remotely will be able questions so that some are
to access high quality accessible to every child while others
instructional videos help to stretch thinking and deepen
linked directly to in- understanding.
school provision.
As a result,
mathematics
attainment will be
back on track by
Summer 2021.
Total budgeted cost: £14798.26
Page | 7Targeted support
All actions will be reviewed half termly.
Action Intended outcome What’s the evidence and How will you make sure it’s Staff lead Cost
and success criteria rationale for this choice? implemented well?
Purchase Depth KS2 writing Anecdotal evidence from other TR to look at examples and read TR £29.99
Writing resources to assessment % of teachers show Depth Writing other teachers’ opinions with
support children to GDS will be above resources having a positive impact evidence in books.
achieve greater depth the national average on GDS writers. TR to share resource with Y5/6 staff.
standard at KS2. in 2021. This resource will compliment our TR to monitor usage in Y5/6 writing.
Practice/Write/Challenge approach
to writing at Cannon Park.
Catch up tuition – after KS2 assessments in Children in Year 6 have missed a VM/TR/JY to identify children most in TR/JY £700
school English and reading, writing and term of in school learning in Year 5. need of catch-up tuition, and plan
Maths club for mathematics will be These children have the least dates and times.
identified Y6 children in in line with national amount of time left at Primary School JY to lead catch-up tuition group
preparation for KS2 average. so providing identified children with sessions as the children are in Y5/6
assessments led by JY additional support from the Class bubble.
Teacher will support children in
leaving primary school achieving
age-related expectations in reading,
writing and mathematics.
Total budgeted cost: £729.99
Page | 8Other approaches
Action Intended outcome What’s the evidence and How will you make sure it’s Staff lead When will you
and success criteria rationale for this choice? implemented well? review this?
Learning Mentor to Children will feel safe Mentoring aims to build confidence, TR and TS will meet weekly to TR/TS Weekly
support children’s and happy to be back develop resilience and character, or devise a timetable ensuring the right
wellbeing. in school. raise aspirations, rather than to children receive the right support.
Children will return to develop specific academic skills or TS will monitor safeguarding issues
their positive learning knowledge. EEF and have weekly safeguarding
behaviour. meetings with VM and TR.
TS will liaise with staff to discuss
children as appropriate.
Continue to monitor School attendance Children learn better when they are JT will monitor attendance daily. VM/JT/TS Daily
attendance and follow- will be above the in school. JT will meet with TS (Learning
up as appropriate. national average. Mentor) to share attendance
concerns.
TS will work with families to support
attendance.
School will follow national and local
authority guidelines on attendance.
Total budgeted cost: In budget
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