Wilsden Primary School - Catch-up Premium Strategy 2020 2021 - Wilsden Primary ...

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Wilsden Primary School - Catch-up Premium Strategy 2020 2021 - Wilsden Primary ...
Wilsden Primary School – Catch-up Premium Strategy 2020 - 2021

Funding allocation (Mainstream Schools)
Schools’ allocations will be calculated on a per pupil basis, providing each mainstream school with a total of £80 for each pupil in years
reception through to 11.

Payments
This funding will be provided in 3 tranches. We will provide schools with an initial part payment in autumn 2020, based on the latest
available data on pupils. We will then distribute a second grant payment in early 2021, based on updated pupil and place data. For
mainstream schools, we will use the 4 to 15 pupil headcount from the October 2020 census.
The second grant payment will also take account of the initial part payment made in autumn 2020 so that schools will receive a total of
£46.67 per pupil. A further £33.33 per pupil will be paid during the summer term 2021.
Though funding has been calculated on a per pupil basis, schools should use the sum available to them as a single total from which to
prioritise support for pupils according to their need.
As 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. It will not be added to schools’ baselines in calculating future years’
funding allocations.

Use of funds
Schools should use this funding for specific activities to support their pupils to catch up for lost teaching over the previous months, in line
with the guidance on curriculum expectations for the next academic year. (See also EEF - School Planning Guide 2020-21 )
Schools have the flexibility to spend their funding in the best way for their cohort and circumstances.

Accountability and monitoring
As with all government funding, school leaders must be able to account for how this money is being used to achieve our central goal of
schools getting back on track and teaching a normal curriculum as quickly as possible.
Given their role in ensuring schools spend funding appropriately and in holding schools to account for educational performance,
governors and trustees should scrutinise schools’ approaches to catch-up from September, 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. (DfE guidance - Coronavirus (COVID-19) catch-up premium - updated 24/08/2020)
School Overview
 Number of pupils in school YR – Y6          337
 Proportion of disadvantaged                 12%
 Catch-up Premium allocation (No. of         £26,960
 pupils x £80)
 Publish Date                                September 2020
 Review Dates                                Termly
 Statement created by                        ED / AC
 Governor Lead                               Simon Willis

Context of the school and rationale for the strategy
Wilsden Primary School remained open from 7:50am until 6pm for key workers, throughout the lockdown from March 2020. We had,
roughly, ten children in daily although the numbers increased as time progressed. In June we offered places to all children whose
parents needed to go to work, five days per week and all other children two days per week. In the “Worker Bubbles” we had up to
one hundred children per day and roughly ten other children per year group for two days per week.

Since September, we have had no children not attending school because of anxiety around COVID.

Throughout the lockdown period we provided work to children through a mixture of: PurpleMash, work set through a shared drive
and paper packs for those who didn’t have access to online services. PurpleMash also enabled children to communicate with staff,
each other and collectively through the inbuilt communication system and blog. Class teachers also phoned home.

During this period we tried to engage all children in Key Stage 2 in an emotional assessment. These have fed into group work, the
reconnection unit or individual sessions for those children who caused concern. They also fed directly into the work of our play-
therapist and pastoral worker. They contacted vulnerable children at least weekly. As did the DSL / DDSLs.

Since returning to school we have completed a re-connection unit across the whole school: “Here we are”, We have also carried
out PIRA and PUMA tests to help teachers to gauge where children are and complete a QLA on where the gaps were. This has fed
into teachers Medium and Short term planning.
Staffing presents a challenge in school. Following a reduction in funding over a number of years, staffing has reduced. This makes it
more challenging to cover staff when staff need to self-isolate, but also makes it impossible to have time together to plan and
presents challenges towards the number of staff who can attend CPD at a time.

There have been some changes in staffing, particularly in the senior leadership team, with a whole new structure. We have also
moved to mixed age classes in Y1/2 and Y3/4 since September.

Barriers to future attainment
                          Barrier                            Desired outcome                      Catch Up funding or other source
                      A   Staff require CPD to develop a     Staff are better informed and        Catch up:
                          greater understanding of           have greater clarity about how       £250 - assessment package
                          childrens’ mental health needs.    to support children with mental
                                                             health needs. this is a focus of     £3750 - SENDCo time / teacher
                                                             daily/ weekly teaching in the        time
                                                             autumn term.
Teaching priorities

                      B   Home learning is limited due to    A strong remote learning offer is    Catch Up:
                          the current platform used and      in place. A new and improved         £950 PurpleMash
                          can be developed further to        platform is in place and all staff
                          improve access to learning at      are trained in its use.              £1500 staff training in time
                          home for all pupils.
                                                                                                  £1000 upgrade of staff computer
                                                                                                  equipment – RAM / HDD
                      C   Staff require CPD and support to   Teachers are confident and
                          help return to school following    teaching to the needs of
                          an extended time away from         individual pupils.
                          “normal” and a new way of
                          working.
                      D   Some children did not access       Gaps are filled; children, groups    Catch Up:
Targete

support
acade

                          learning as well as others, this   and whole cohorts have a more        £2000 (PIRA tests)
                          has created gaps in learning in    level profile.
mic

                          cohorts and for individuals.                                            £5,000 SLT time
d
E   Some pupils had limited access    Reading skills are much           Raving Readers - £250
                       to reading materials during the   improved and rapid progress in
                       summer term and therefore,        reading ages are demonstrated
                       their reading ages are lower      on a termly basis.
                       than expected.
                   F
                   G   Some pupils are struggling to     All pupils are able to focus on
                       settle back into class routines   their learning during lessons.
Wider Strategies

                       and have a limited attention
                       span linked to difficulties
                       experienced due to COVID 19
                       and lack of structured learning
                       experiences since March 2020.
                   H
                   I
Teaching priorities for current academic year i.e. Professional development, recruitment and retention, support for early
career teachers
 Barrier     Action              Desired      Evidence source          Cost         Baseline     Person        Impact/ evaluation
                                outcome                                              data      responsible (autumn, spring, summer)
A       All staff to       All staff are      Attitudes to          £250 -        Determined   SENDCO      Autumn term
        receive CPD in     equipped for       learning and          assessment    from pupil               Wellbeing and attitudes to
        relation to        early              well-being            package       surveys                  learning assessments
        mental health      recognition of     programme                                                    carried out and
        and wellbeing,     children’s         shown to              £3750 -                                highlighted individual
        following the      mental health      improve pupil's       SENDCo                                 children who needed
        Attitudes and      needs.             engagement            time /                                 further support.
        wellbeing                             resulting in          teacher
        assessment         The profile of     higher                time                                   Spring term
        tool.              PSHE is raised     engagement in                                                Update assessment for all
                           throughout         lessons and a                                                children following the 2nd
                           school and         picture of                                                   lockdown. Exec Head,
                           lessons are        deeper learning                                              HoS and Pastoral Worker
                           taking place on    (EEF Toolkit)                                                are all mental health first
                           a daily/ weekly                                                                 aiders. Staff given
                           basis which                                                                     resources from the
                           support he                                                                      Attitudes and wellbeing
                           mental health                                                                   assessment tool as well as
                           needs of all                                                                    more specific resources
                           pupils.                                                                         from SNAP, where
                                                                                                           applicable.

B       CPD provided       The new            Digital learning      £950       New system      Digital     Autumn 2020
        for staff on the   platform is in     (+4) (EEF Toolkit).   PurpleMash                 champion    Extensive training has
        effective use of   place and staff,                                                                taken place for teachers
        the new online     pupils and         Effective             £1500 staff                            and other staff to be
        learning           parents are        parental              training in                            familiar with all
        platform.          able to use it     engagement            time                                   programmes that are part
        Children are       effectively.       (+4)
                                                                                                           of our digital learning
        trained in its                        (EEF Toolkit)         £1000
                                                                                                           package, the largest used
        use.                                                        upgrade of
Home learning     Social and      staff       programme being
                  (homework)        emotional       computer    Microsoft Teams. With just
Parents/carers    and               learning (+4)   equipment   one bubble closure
are made          communication     (EEF Toolkit)   – RAM /     towards the end of term,
aware of the      with parents is                   HDD         this package wasn’t fully
platform          enhanced                                      utilised but staff are much
(Teams) and       (parent/ pupil
                                                                more confident and the
how it can        surveys)
                                                                bubble that did close
support home
learning.                                                       used Teams really well in
                                                                delivering remote
Additional                                                      learning.
training and                                                    Parents were also
extension of                                                    informed so that they
license for                                                     could support their
PurpleMash to                                                   children at home.
supplement                                                      Spring 2021
and offer                                                       Lockdown in January
additionality                                                   meant that all classes had
such as secure,
                                                                children who were
filtered and
                                                                learning from home with
monitored
                                                                some who were also in
messaging:
pupil to pupil                                                  school. Most teachers
and pupil to                                                    taught live lessons in
staff.                                                          school and remotely
                                                                simultaneously meaning
                                                                that children at home
                                                                kept in line with those
                                                                learning in school.
                                                                Some devices were lent to
                                                                families who had none or
                                                                not enough and some
                                                                parents asked for support
                                                                which was made
                                                                available.
Our Peer Review in
                                                                                           January resulted in great
                                                                                           feedback in terms of our
                                                                                           digital offer and also
                                                                                           feedback from parents
                                                                                           was extremely positive,
                                                                                           especially around the
                                                                                           support they had received
                                                                                           to enable their children to
                                                                                           access remote learning.
C   Support to class   Quality First      Education         £9,760   New             SLT   Autumn 2020
    teachers from      Teaching is        Endowment                  curriculum            HD has been able to lead
    HD                 judged to be       Fund Teaching              and                   INSET and carry out
                       strong: new        and Learning               teaching              bespoke CPD to increase
    Support for        (tweaked)          Toolkit:                   strategies to         the quality of QFT across
    class teachers     strategies                                    be                    school. Teachers are more
    from AC / AM       include the use    Feedback (+8)              employed              confident delivering the
    (particularly      of daily           Collaborative                                    new curriculum and
    Y5/6)              assessment,        learning (+5)                                    learning linked to a more
                       working walls,     Metacognition                                    metacognitive approach
                       metacognition      and self                                         that was introduced by
                       planning and       regulation (+7)                                  HD. This is going well,
                       feedback.                                                           although data has been
                                                                                           affected by the school
                       An engaging                                                         closure in summer 2020.
                       curriculum is in                                                    Oracy training has also
                       place                                                               been delivered as part of
                                                                                           Voice 21 online CPD and
                       Oracy practice                                                      HD and the oracy
                       is embedded                                                         champions (NH and LJ)
                                                                                           have worked well with
                                                                                           staff to embed the
                                                                                           strategies delivered.
                                                                                           Practice is strong and
                                                                                           enabling teachers to plug
gaps which helps learners
                                                                                                         to progress.
                                                                                                         Spring 2021
                                                                                                         A 2nd period of school
                                                                                                         closure has not helped to
                                                                                                         further develop Teaching
                                                                                                         and Learning although it
                                                                                                         has developed the digital
                                                                                                         strategy immensely (see
                                                                                                         above). Towards the end
                                                                                                         of the spring term, children
                                                                                                         returned to their classes in
                                                                                                         school and further work
                                                                                                         will now start again once
                                                                                                         the children are more
                                                                                                         settled.

Targeted academic support i.e. Structured interventions, small group tuition, 1:1 support
Barrier       Action           Desired     Evidence source       Cost       Baseline        Person     Impact/ evaluation (autumn,
                              outcome                                        data         responsible        spring, summer)
D         PiRA and         Progress is     Education           £2000      Determined      Assessment Autumn 2020
          PuMA             accelerated     Endowment Fund      (PIRA      from PiRA and lead / HD / PiRA and PuMA take place
          assessments      termly to       Teaching and        tests)     PuMA      tests AM          each term and support the
                           ensure pupils   Learning Toolkit:              made at the                 planning process by informing
                                                                          start of the
          Complete         are able to                         £5,000                                 teachers where children’s
                                                                          autumn term
          Gap level        access age      Feedback (+8)       SLT time                               gaps in learning are and
          analysis         appropriate     Mastery Learning                                           where support / further work
                           learning        (+5)                                                       should be focused.
          Create           materials.      Small group                                                Interventions are planned in
          medium term                      tuition (+4)                                               as part of QFT or when extra
          planning to      Gaps become                                                                sessions can be scheduled,
          begin to fill    diminished in                                                              these assessments inform the
          gaps             future PiRA                                                                content and which children
                           and PUMA                                                                   need the extra support. They
          Support to       assessments                                                                inform teacher assessment
          class teachers   which will be                                                              which is tracked through O
from SLT         completed                                                 Track and used in pupil
    regarding        termly.                                                   progress meetings.
    building                                                                   Spring 2021
    sequence of      Interventions                                             PiRA and PuMA were
    learning         done where                                                completed again at the end
                     possible                                                  of the Spring term and fed
                                                                               into Teacher Assessment (see
                                                                               data analysis) and although
                                                                               data has slightly decreased
                                                                               across school, SEMH
                                                                               assessments show a positive
                                                                               picture and highlight children
                                                                               where further work needs to
                                                                               be done in order that they
                                                                               can be in a better frame of
                                                                               mind to concentrate on their
                                                                               work. Pupil progress meetings
                                                                               highlight how well teachers
                                                                               know the children and what
                                                                               they need to do to catch up.

E   Launch of        On surveys        Education           Raving    English   Autumn 2020
    Raving           children’s        Endowment Fund      Readers   lead      Raving Readers is part of our
    Readers.         interest in       Teaching and        - £250              Home Reading
                     reading is said   Learning Toolkit:                       encouragement and,
    Focussed         to have                                                   generally, children who enjoy
    guided           improved.         Reading                                 reading are using it well;
    reading costs.                     Comprehension                           others have to be
                                       Strategies (+6)                         encouraged. A display is
    Baseline data                                                              included in every classroom
    from PIRA                                                                  and children have a home
    reading tests.                                                             reading record for parents to
                                                                               complete each time their
                                                                               child reads.
                                                                               Spring 2021
Data shows the largest gaps
                                                                                                       in Years 3 and 6 following a
                                                                                                       further period of school
                                                                                                       closure. Children who enjoy
                                                                                                       reading show the greatest
                                                                                                       gains in reading whereas
                                                                                                       children who need to be
                                                                                                       encouraged to read have
                                                                                                       struggled to keep up with
                                                                                                       their reading and gaps have
                                                                                                       developed, especially with
                                                                                                       inferential skills etc. Data
                                                                                                       shows that children in Year 3
                                                                                                       and Year 6 have the largest
                                                                                                       gaps to fill and teachers are
                                                                                                       working hard to try to include
                                                                                                       engaging activities that will
                                                                                                       help children to practise their
                                                                                                       reading skills and close any
                                                                                                       gaps that have emerged.
F

Wider strategies i.e. Behaviour approaches, recommendations made in “Safe, Happy, Settled”.
Barrier       Action           Desired    Evidence source        Cost      Baseline data     Person     Impact/ evaluation (autumn,
                              outcome                                                      responsible         spring, summer)
G         Full emotional   Positive       Education            £2500       Information     SENDCO      Autumn 2020
          assessments      impact on      Endowment Fund       resources   from above                  Children are settled and
          carried out      identified     Teaching and         (SNAP)      (wellbeing                  focused onlearning. Classes
          (above)          SEMH pupils’   Learning Toolkit:    and time    assessments)                are different and children in
                           emotional                                                                   Years ½ and Years ¾ are in 3
          Individual       wellbeing.     Behaviour                        Soft data re                mixed age classes for each
          emotional                       Interventions (+3)               behaviour                   phase. This could have
          assessments                     Social and                       etc                         resulted in some disruption
          carried out                     Emotional                                                    but teachers and children
          (SNAP) for                      Learning (+4)                    SNAP                        have all worked hard,
          children who                                                     assessments                 embedding the Wilsden Way
need             Metacognition                 and settling back into good
additional       and Self-         Feedback    learning habits.
support          Regulation (+7)   from        Some children receive extra
                                   behaviour   support from a Play Therapist
Referrals                          plans       and also our Pastoral Worker
made for                                       who picks up those children
pastoral                                       who need reassurance.
worker or play                                 Children who have more
therapist as                                   pronounced needs do have
appropriate.                                   support in class. Overall, a
                                               positive term with significantly
SEN register                                   positive information from
updated as                                     behaviour plans etc.
relevant.                                      Spring 2021
                                               A further period of lockdown
                                               started at the beginning of
                                               term. Before all children
                                               came back to school, all KS2
                                               completed the Wellbeing
                                               and Attitudes to Learning
                                               wellbeing assessment in
                                               preparation; this was
                                               generally very positive but it
                                               also enabled teachers to
                                               focus on those children who
                                               showed any cause for
                                               concern. Teachers were
                                               made aware so that they
                                               could plan to ease children
                                               back into school and hep
                                               them to overcome any
                                               anxieties. This has helped the
                                               children to be more ready to
                                               learn and to focus on any
                                               gaps in learning now that
                                               they are back in school.
H
I

Additional funding supporting provision
There is some cross over in funding for the DHT / HoS time. This has been completed by pro-rata, which is why it is quite small on here.

Governance – monitoring the effectiveness of the Pupil Premium Strategy

Governors involved:
Jane Wilkins, Simon Willis, Liz Davison and Andrew Chadwick
Autumn summary

Spring summary

Summer summary
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