Guidance
Children and young people across the country have experienced unprecedented disruption to their education as a result of coronavirus (COVID-19). Those from the most vulnerable and disadvantaged backgrounds will be among those hardest hit. The aggregate impact of lost time in education will be substantial, and the scale of our response must match the scale of the challenge.
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.
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.
Schools have the flexibility to spend their funding in the best way for their cohort and circumstances.
To support schools to make the best use of this funding, the Education Endowment Foundation (EEF) has published a coronavirus (COVID-19) support guide for schools with evidence-based approaches to catch up for all students. Schools should use this document to help them direct their additional funding in the most effective way.
EEF Recommendations
The EEF advises the following:
Teaching and whole school strategies
- Supporting great teaching
- Pupil assessment and feedback
- Transition support
Targeted approaches
- One to one and small group tuition
- Intervention programmes
- Extended school time
Wider strategies
- Supporting parent and carers
- Access to technology
- Summer support
| Total number of pupils on roll | 117 |
| Total amount of Catch-Up Premium received | £9360 |
| How the grant be spent? | 1:1 and small group teaching led by qualified teachers to deliver a range of interventions. |
| How will children be identified? | Though teacher assessment, baseline testing and pupil voice. |
| How the effect of this expenditure will be assessed | Progress and attainment as measured through teacher professional judgement and EYFS, year 2 and year 6 progress and attainment scores. In addition, we will monitor impact through pupil voice and parental voice. |
| Date of reviews throughout the academic year | Christmas 2020 February 2021 April 2021 May 2021 July 2021 |
| The Impact of the 2021/2022 Funding | Pupils reported that they felt more confident in applying basic applications, such as times table knowledge or applying their phonic knowledge. They showed enjoyment in sessions (seen through observations) and attendance for all sessions was high. Teachers reported that pupils were making progress in basic skills and beginning to apply them in class set work. Parents were more involved, especially when sessions took place at home (online), they reported that they felt their children were understanding more and that work was broken down into more manageable steps when working with the teacher on a 1:1 basis. |