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