What is Catch Up Funding?
The Government have announced that £1 billion of funding had been earmarked for schools to support children and young people to ‘catch up’. This includes a one-off universal £650 million catch-up premium for the 2020 to 2021 academic year to ensure that schools have the support they need to help all pupils make up for lost learning time due to Covid-19.
The catch-up premium is funded on a per pupil basis at £80 per pupil. This will be based on the previous year’s census. The spending of this money will be down to schools to allocate as they see best. To support schools to make the best use of this funding, the Education Endowment Foundation has published a support guide for schools with evidence-based approaches to catch up for all students.
At Greasley Beauvale Primary School, we have considered the school community, current school Improvement Plan (SIP) and School Self Evaluation Form (SEF) when deciding how to best allocate and spend the funding. We have also used the government recommended, 'COVID-19 Support Guide for Schools' published by the Education Endowment Foundation (EEF) to identify the best strategies, based on long term research, that will enable us to achieve the most positive outcomes.
Although all children have had their education disrupted by the coronavirus (COVID-19) outbreak, it is likely that disadvantaged and vulnerable groups will have been most affected. As such, at Greasley Beauvale Primary school, the Catch Up Funding Strategy will be reviewed alongside the Pupil Premium Funding Strategy.
The allocated Catch Up Funding allocated to Greasley Beauvale Primary School is £29,440.
How will the Catch Up Funding be used?
At Greasley Beauvale Primary School our main area of focus for the Catch-Up Funding will be around the teaching, learning and provision for Phonics and Early Reading – predominantly in KS1. This area of need was identified from school data trends, the current SIP and from teacher baseline assessments carried out in September 2020.
Children will be identified by class teachers, from in- class observations and ongoing phonic gap analysis assessments. Teachers will state which children from their classes need which specific additional support to close gaps in their phonics and reading knowledge and skills. Intervention will be delivered through the additional hours of KS1 teaching assistants. Additionally, further gap teaching will be offered to children through the release of an SMT teacher and the Phonics lead to offer 1:1 and/ or small provision.
The remaining catch-up funding will be allocated to the purchase of more phonetically decodable books for use in KS2. This will ensure flow of reading provision, progress and attainment from KS1 to KS2. All teachers and teaching assistants in KS1 have recently undertaken quality Letters and Sounds phonics training through the Flying High Trust, English Hub, to ensure consistent and high quality teaching and learning provision is in place to close gaps effectively and swiftly both in class and through targeted interventions.
Whilst the majority of the additional Catch-Up Funding has been allocated to KS1, existing in-school provision has been carefully allocated across KS2.
In Year 3, the teaching assistant moved up with the year group for continuity for the children and social and emotional support. As well as to best utilise the teaching assistant’s extensive phonics knowledge from working with the children in Year 2. In addition, much of the further spending on phonetically decodable reading books is allocated to Year 3.
In Year 4, experienced teaching assistants are allocated to run tailored interventions and provide social and emotional support. This is also where the school’s nurture lead and trained mental first aider teaches.
In Year 5, where there is currently the highest proportion of vulnerable children from our school, there are 2 specially trained nurture teaching assistants – 1 with a counselling background. The Year 5 team also has a key member of the school behaviour team.
In Year 6, there are 3 teachers across 2 classes, this aims to enable greater flexibility in tailoring learning and additional provision where needed to close gaps and boost progress. For the autumn term this team has included the Deputy Head Teacher and a member of the wellbeing team. From Christmas, the school SENDCo and the Acting Assistant Head will be 2 of the 3 teachers in the team.
All areas of focus related to Covid19 catch up and the recovery curriculum principles are included in the school's strategy to give a clearer overview of school actions, although not fully funded through the Catch-Up Premium.
As a school we aim to identify and address gaps quickly, moving towards long term gains in progress and attainment as well as positive mental health and well being for all children.
For full details of the school's approaches, planned spending of the funding and impact, please read the Catch Up Funding strategy found at the bottom of this page.
Last updated: December 2020
Next update due: January 2020
Lead adults in school for Catch Up Funding:
Mrs Lisa Clarke - Assistant Head Teacher
Mrs Emma Poxon - School Business Manager and Governor