Sycamore Academy Catch-up Premium Funding (2020-2021)
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Sycamore Academy
Catch-up Premium Funding
(2020-2021)
1‘Catch up’ Planning Statement
The government has announced £650 million will be shared across state primary and secondary schools over the
2020/21 academic year. This is expected to equate to approximately £80 per pupil.
Whilst head teachers will decide how the money is spent, the government expects this to be spent on small group
tuition for whoever needs it.
This one-off grant to support pupils in state education recognises that all young people have lost time in education as
a result of the pandemic, regardless of their income or background.
Separately, a National Tutoring Programme, worth £350 million, will increase access to high-quality tuition for the
most disadvantaged young people over the 2020/21 academic year. This will help accelerate their academic progress
and prevent the gap between them and their more affluent peers widening.
The funding is not available for interventions that remove pupils during the lessons and should only be targeted at
morning, lunch or afterschool learning that is additional to the core teaching offer.
2Strategy for 2020-21
1. Summary information ‘Catch up’ Grant
Academy SYCAMORE
Academic Year 2020-21 Total Catch up budget £32480 Number of pupils 420
Initial evaluations and assessments of gaps/barriers for groups of pupils
2. Barriers to future good attainment
Significant proportion of families with limited or no access to online platforms
Porosity of language, experiences and aspirations within the community
Resilience and writing stamina has reduced during remote learning and will require daily development
Fine motor skills in KS1 require focussed development to restore/build some pupils skills
Handwriting in KS2 requires regular practise opportunities in order to build stamina, legibility and quality of presentation
Phonics catch up support required to enable Y1 to progress towards their phonic screening target
Year 2 phonics resit pupils (current Y3) require additional phonics support
Accuracy of spelling is a barrier to children achieving ARE/GDS
Year 3 and 4 (previous y2 and y3) have had the longest period of time out of school/away from direct face to face teaching and their learning stamina has reduced which
could result in them finding it harder to meet ARE/GDS expectations
Writing stamina and the quantity of outcome has reduced during remote learning
Rapid recall of multiplication tables and development of mathematical computation skills
Slow recall of multiplication tables in Year 4 which presents a potential barrier for scheduled Multiplication Test outcomes
Evidence of place value gaps in a number of year groups
3Concentration and stamina for learning has reduced for some pupils
Some pupils are showing signs they will require emotional support as they readjust post lockdown and to school routines
Funding Rationale
Phase 1
At Sycamore Academy, the decision has been made to extend the school day for all pupils from Foundation 2 to Year 6 by 15 minutes
This has been implemented to ensure that all pupils in those year groups have access to teacher led catch up teaching which is in addition to the school day.
Each child will participate in 5 x15 minute session each week. These catch up sessions will work on a rolling program and will be focused upon the age
appropriate skills of English and Maths. These sessions are outside of the school day.
This phase will not incur additional costs, as Sycamore’s teaching staff will lead it
Phase 2
Following a period of whole school catch up and AFL, we will move into 1:1 tuition. This planned to meet the specific needs of small groups of
Learners who have further catch up gaps. These gaps will be identified through whole class teaching of catch up plans
£10,000 of the funding is to be allocated to the purchase of IT to support precision led intervention
£22,480 of the funding is to be allocated to 1:1, small group tutoring which will take place before-school, at lunchtimes and after-school.
4Foundation 2
What do we want to How are we going to deliver Rationale: What are the How will it be Cost? Intended Impact
achieve? it? priorities for your year monitored
group? Provide simple Briefly evaluate impact
Identified evaluation How will the intervention or breakdown of of intervention against
or assessment as provision be delivered Refer to research from EEF or proportionate or the identified
baseline other research to justify the full costs outcomes
choice of strategy
F2 children will have
fallen behind in phonics. Daily 20-minute discrete jolly Phonics is fundamental to teach Through phonic
Therefore, teaching of phonics sessions. reading and writing skills. assessments on entry
the seven-week cycle Daily signing in sessions. and on week 8 of the
will start w/c 21st Sep. phonic cycle.
We expect 75% of
children to make
significant progress in
the five phonics skills
within the first seven-
week cycle.
F2 children will have Daily whole class maths Basic maths skills are Through mathematics
fallen behind in maths sessions linked to number fundamental to future learning. assessments on entry
skills. Therefore, sense. and after the nine week
teaching of the nine- Daily small group maths cycle.
week number cycle from sessions linked to number
0-9 is essential. sense.
We expect 75% of Teaching of specific maths skills
children to make weekly:
significant progress Monday measures
linked to maths skills by Tuesday Time
5the end of the nine-week Wednesday Pattern
maths cycle. Thursday Shape
Friday Finance
6Year 1
What do we want to How are we going to What is the rationale for this How will it be Cost? Progress/ Impact
achieve? deliver it? chosen strategy monitored
Provide simple Briefly evaluate impact
Identified evaluation or How will the intervention or Refer to research from EEF or breakdown of of intervention against
assessment as baseline provision be delivered? other research to justify the proportionate or the identified outcomes
choice of strategy full costs
5 X 20 min session per Letter formation, pencil grip Phase Leaders Observations/focus
Fine motor skills week and pencil control children/work
(wk 1- rolling program) 1Y/1B whole class & SLT Evidence of improved
fine motor skills
Letters/ 5 X 20 min session per Blending and recognising the Phase Leaders Observations/focus
sounds/phonics week sounds on the sound strip children/work
(wk 2 rolling program) 1Y/1B whole class & SLT Evidence of progress
within the phonics
phases
To rehearse speaking X 1 10 min session per Social skills, sentence Phase Leaders Observations/focus
in sentences week (group of 6) rehearsal talking (oracy), children/work evidence
1Y- Alice weds pm singing songs and listening
1B- Carol weds pm skills & SLT Pupils will speak with
increased confidence-
recorded using talking
tins
7X 1 20 min session per Speech and language, sounds Phase Leaders Observations/focus
Communication, week (group of 5) of words children/work evidence
Speech and Language 1Y/1B – Fri pm & SLT
Number formation and 5 X 20 min session per Forming numbers correctly Phase Leaders Observations/focus
recognition week and the right way around. children/work
1Y/1B whole class Correct place value Evidence of improved
& SLT number formation
Pupils recognition and
recall increased
8Year 2
What do we want to How are we going to deliver What is the rationale for this How will it be Cost? Progress/ Impact
achieve? it? chosen strategy monitored
Refer to research from EEF or Provide simple Briefly evaluate impact of
Identified evaluation or How will the intervention or other research to justify the breakdown of intervention against the
assessment as baseline provision be delivered? choice of strategy proportionate or identified outcomes
full costs
Catch up reading 2Y and 2B have x 2 different Support needed for reading Phase Leaders Observations and /work
comprehension groups each - 20 min fluency, speed and evidence- checking the
sessions per week comprehension skills (VIPERS) children are applying it in
Children who have the lessons
fallen behind in reading Additional sessions per
comprehension and are week with TA (group of 6) & SLT Ongoing mini assessments
working below ARE to demonstrate progress
where they would have
been at the EXS at the
end of Year 1. Week 1 rolling program
Catch up writing 2Y and 2B have x 2 different Support needed for letter Phase Leaders Observations and /work
groups each- 20 min formation, fluency, sentence evidence- checking the
Children who have structure and punctuation children are applying it in
fallen behind in writing Additional sessions per & SLT the lessons
and are working below week with TA (group of 6)
ARE where they would
have been at the EXS at Week 2 rolling program
the end of Year 1.
9Catch up maths 2Y and 2B have x 2 different Support needed for missed Phase Leaders Observations and /work
groups each- 20 min content in Year 1 - place value, evidence- checking the
sessions per week (groups number bonds, addition and & SLT children are applying it in
Children who have of 6) subtraction the lessons
fallen behind in maths
and are working below
ARE where they would Week 3 rolling program
have been at the EXS at
the end of Year 1.
Catch up SPAG 2B and 2Y have x 2 different Support needed for missed Phase Leaders Observations and /work
groups each- 20 min punctuation and grammar evidence- checking the
Children who have sessions per week (groups objectives from Year 1 children are applying it in
fallen behind in spelling, of 6) & SLT the lessons
punctuation and
grammar and are Week 4 rolling program
working below ARE
where they would have
been at the EXS at the
end of Year 1.
Precision OOYG X 1 20 min session per week Support needed with following Observations and /work
(group of 3) instructions and fine motor evidence- checking the
(Specific to x4 children skills-Visual speed games children are applying it in
in the year group the lessons
10Year 3
What do we want to How are we going to What is the rationale for this How will it Cost? Progress/ Impact
achieve? deliver it? chosen strategy be
Refer to research from EEF or monitored Provide simple Briefly evaluate impact of
Identified evaluation or How will the intervention other research to justify the breakdown of intervention against the
assessment as baseline or provision be delivered? choice of strategy proportionate identified outcomes.
or full costs.
Time/frequency/adults
involved
To improve mathematical 5x 15 min sessions 2, 5 and 10 times tables. Phase Improved recall in
fluency by ensuring children’s Rapid recall even out of leaders mathematics lessons
knowledge of 2, 5 and 10 times Whiteboard work, ascending order.
tables are secure. Mathletics, Hit the button Afl of whiteboard, oral and Mini assessments to
and other interactive games. SLT demonstrate progress
games, test at end of Assessment test at end of
week. week to see if focus shift to
next area.
Children’s lack of grip of 4s’s
(Maths, spelling/writing and and 8’s led us to check
reading 3 week rolling knowledge of times tables
program) from last year.
To improve spelling 5x 15 min sessions Distance learning of phonics Phase Children’s phonics
accuracy by revisiting has resulted in leaders knowledge more complete
spelling patterns from Whiteboard work, intermittent/uneven and secure, enabling them
Summer 2 Y2 sounding out, flashcards, achievement of phonics from to sound out unknown
sound buttons, sentences last year. SLT words with confidence.
To achieve ARE in writing
children need to be spelling
with increased accuracy
11Ongoing assessments and
spellings individualised where
appropriate
To increase reading fluency 5 x 15 min reading Children need to increase Phase Independent timed session
through skimming and sessions their stamina and fluency leaders to demonstrate progress
scanning comprehension when reading aloud and
skills Children to record in each comprehending what they
session. have read SLT
Differentiated texts – 60
second reads for LA. This
will build independence in
applying basic skills.
12Year 4
What do we want to How are we going to deliver What is the rationale for this How will it be Cost? Intended Impact
achieve? it? chosen strategy monitored
Refer to research from EEF or Provide simple Briefly evaluate impact of
How will the intervention or other research to justify the breakdown of intervention against the
Identified evaluation provision be delivered? choice of strategy proportionate or identified outcomes.
or assessment as full costs.
baseline Time/frequency/adults
involved
Approx. 19% of 15 minutes a day with CT. In preparation for the National Mini assessment to
children working at Whole class. 5x15mins testing at the end of year 4. Phase leaders demonstrate improved
4WTS and below Lack of continuous learning of recall
across the year group Additional small group timetables from last year.
sessions with TA for WTS Lack of fluency and confidence SLT Children to have improved
Timetables pupils when recalling multiplications. knowledge of
TTRockstars – when multiplications.
Ipads are available
Speed tables Children increase their
Range of activities to speed when reiterating
support all time tables multiplications.
Reassess after autumn 1, to
see if more time needs
inputting, but will occur
throughout the remainder
of the year.
SPaG Ensure children catch up with See improvement in
Differing activities elements that may have been written work, as children
15 minutes each day. forgotten or were not directly Phase leaders will bring SPaG elements
Whole class. in taught in school. into their written work and
13Support in writing understand the impact they
during English SLT have on their work.
sessions and other 2 interventions per week
writing lessons. with TA.
Groups of 6.
To improve quality of Additional 15 minutes for
written work and set children working below
catch up on elements year group.
that were missed 30 minutes a week for
from previous year. group.
To increase spelling 5 x 15 min spelling sessions Children have returned to Phase leaders Children will spell with
accuracy in order to school with spelling accuracy increased accuracy.
improve ARE writing gaps. In order to achieve Assessed written outcomes
outcomes improved writing outcomes SLT will demonstrate
spelling catch up is required progressions
14Year 5
What do we want to How are we going to What is the rationale for this How will it be Cost? Intended Impact
achieve? deliver it? chosen strategy monitored
Refer to research from EEF or Provide simple Briefly evaluate impact
Identified evaluation or How will the intervention or other research to justify the breakdown of of intervention against
assessment as baseline provision be delivered? choice of strategy proportionate or the identified
full costs. outcomes.
Time/frequency/adults
involved
Year 5 – spellings Daily personalised spellings Spellings are a significant Phase leaders On-going assessment
in the morning linked to barrier to age-related against national
The majority of the handwriting – alongside expectations in writing. curriculum spellings.
class are not scoring Oxford Owl programme of SLT
within even a lower KS2 support. On-going assessment and Regularly sending
expectation bracket. individualised spellings of this home updated
On-going 1:1 assessment to kind will have a dramatic assessment scores to
This is a significant ensure those they are effect on progress, including parents.
barrier to achieve an practising are those that children’s confidence levels in
age-related standard in need their direct focus. their writing and in their Identify children who
writing. presentation of work – as will need additional
Parental support – sharing spellings are linked to support in school on
assessment data and the handwriting. spellings – due to lack
year group these spellings of parental
are from. In the past, this involvement at home.
has had a dramatic effect on
spellings and as a result on
writing results.
Year 5 comprehension X5 Talk for Reading sessions Children lack independence Phase leaders Impact measured in the
per week (whole class) with and their lack of resilience is written answers
a heavy focus on identifying effecting their ability to apply children provide.
15Children are not question types and building in test conditions – SLT
accessing texts at an stamina. conversations with previous In their ability to
age-related level. They teacher (5Y). engage with year 5
are unfamiliar with the Children to record in each texts independently.
differences between session.
questions texts In their ability to sit an
(retrieval, inference Differentiated texts – 60 age-related paper at
etc). Chn need to learn second reads for LA. This the end of the autumn
the skills of identifying will build independence in term.
question types and how applying basic skills.
to answer them.
Drama/actions/linking to
Building stamina images and pictures used in
reading lengthy texts Talk for Reading to build
and applying skills to skills in developing a mental
different questions image.
types.
On-going AFL Set time identified in the This allows children to fill the Phase leaders This will be reviewed at
timetable for TA support – T gap before the next lesson in a the end of the half
In order to reach age- identified. sequence enabling them to term.
related some children keep pace with their peers. SLT
will need regular -evidence in books
support in different
areas and across a
range of skills. EEF
research shows the
impact of instant AFL
feedback and
intervening in a timely
manner.
16Meta cognition Quality first teaching. EEF research shows that Phase leaders This will be reviewed at
Emphasis placed on enabling children to reflect on the end of the half
EEF research shows unpicking learning how they learn best allows term.
that enabling children behaviours and deep them to be more confident SLT
to reflect on how they questioning/reflection. learners who make -evidence in books
learn best allows them accelerated progress.
to be more confident
learners who make
accelerated progress.
Oracy Quality first teaching, across Children are speaking in short Phase leaders Children should be
all lessons. sentences with limited confident speaking out
Chn need to speak in vocabulary. loud, explaining their
full sentences and be Vocabulary rich SLT opinions and/or
prompted to expand on environment. methods.
and explain their
answers. Word of the day – linked to
previous KS2 SATs papers.
5Y – additional Comprehension, word To ensure EAL and SEN pupils Phase leaders This will be reviewed at
provision building, building a mental make progress and ensure the end of the half
David – new picture, retrieval questions diverse needs are being met. term.
start/limited English SLT
Lexie – processing -evidence in books
Estera - processing
17Year 6
What do we want to How are we going to Rationale: What are the How will it be Cost? Progress/Impact
achieve? deliver it? priorities for your year group? monitored
Provide simple Briefly evaluate impact
Identified evaluation or How will the intervention or Refer to research from EEF or breakdown of of intervention against
assessment as baseline provision be delivered? other research to justify the proportionate or the identified
choice of strategy full costs. outcomes.
Year 6 – Spelling Grammar starters linked to Spellings are a significant Phase leaders On-going assessment
,Grammar and the lesson e.g. embedded barrier to age-related against national
Punctuation clauses to describe the expectations in writing and curriculum
character, using colons to SPAG SLT expectations
In spelling,the majority separate main clauses.
of the class are not Daily personalised spellings Children’s work will be SPAG assessments
scoring within year 5 in the morning linked to assessed against Y6 writing termly to check
expectation. handwriting – alongside objectives progress and
Oxford Owl programme of attainment.
This is a significant support. On-going assessment and
barrier to achieve an Intervention groups to individualised spellings of this Spelling tests and
age-related standard in provide additional support kind will have a dramatic assessment results
writing and SPAG SATS for key children effect on progress, including available in the year
children’s confidence levels in group assessment
On-going 1:1 assessment to their writing and in their folder
ensure those they are presentation of work – as
practising are those that spellings are linked to Regularly sending
need their direct focus. handwriting. home updated
18assessment scores to
parents.
Year 6 comprehension X5 Talk for Reading sessions Children need to be able to Phase leaders Impact measured in the
per week (whole class) focus during the reading time written answers
Children need to be concentrating on VIPERS ( and to become more children provide.
exposed to different follow MTP) independent. SLT
text type to understand Reading comprehension x2 In their ability to
TAP( Type, Audience, based on topic Children are not accessing engage with year 6
Purpose) Additional reading texts at an age-related level. texts independently.
interventions to support Y6 They are unfamiliar with the
differences between questions In their ability to sit an
Children to record in each texts (retrieval, inference etc). age-related paper at
session in their books. Children struggle to the end of the autumn
understand the meaning of term( previous SATS
the word from the text papers)
Children need to become a
fluent readers, being able to
skim and scan the text to
answer the questions correctly
On-going AFL Set time identified in the Pre-teach will allow key Phase leaders Progress will be
timetable for TA support – T children to fill the gap before reviewed at the end of
In order to reach age- identified. the next lesson in a sequence the half term.
related some children enabling them to keep pace SLT
will need regular with their peers. Evidence in books/
support in different Ipads/Seesaw
areas and across a
range of skills. EEF
research shows the
impact of instant AFL
19feedback and
intervening in a timely
manner.
Oracy Quality first teaching, across Children are speaking in short Phase leaders Children should be
all lessons. sentences with limited confident speaking out
Children need to speak vocabulary and grammatically loud, explaining their
in full sentences and be Vocabulary rich incorrect SLT opinions and/or
prompted to expand on environment. methods.
and explain their Vocabulary dispays and
answers. questions available for the Recording of oracy
children outcomes on talking
Sentence STEMS dispayed tins/ipads.
Word of the day – link to
the topic/ text
2021
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