Birk Hill Infant and Nursery School
Catch-Up Premium Plan
Summary Information
Birk Hill Infant and Nursery School
Academic Year 2020 – 2021
Number of Children 101
Total Catch-Up Premium £8,080
Guidance
Children across the country have experinced unprecedented disruption to their education as a result of Covid-19. Those children from the most vulnerable and disadvantaged backgrounds are amongst the hardest hit. The impact of lost learning time is substantial, and the scale of our response must match the scale of the challenge.
Schools’ allocations are based on the number of children from reception onwards, providing each mainstream school with a total of £80 per child.
As the Catch-Up Premium has been designed to mitigate the effects of the unique disruption caused by Covid-19, the grant will only be available for the 2020 – 2021 academic year. It will not be added to future school budget allocations.
Use of Funds
Schools should use thiis funding for specific activities to support their children to catch up for the 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 make the best use of the funding the Education Endowment Foundation (EEF) has published a Covid-19 support guide for schools with evidence-based approaches to catch up for all children. Schools should use this document to help them direct their additional funding in the mostt effective way.
Education Endowment Recommendations
Teaching and whole school strategies
*Supporting great teaching
*Pupil assessment and feedback
*Transition support
Targeted approaches
*Individual and small group tution
*Intervention programmes
*Extended school times
Wider strategies
*Supporting parents and carers
*Access to technology
*Summer support
Identified impact of lockdown and school closure
Reading – Clear gaps in reading were identified in September 2020, particularly gaps in children’s understanding of reading comprehension. Children were less fluent in their reading and the gap between those children that read during lockdown and those children who did not access reading materials has widened.
Writing – Children have lost essential practising of various fine motor and writing skills, specific knowledge has not been covered or embedded, this has led to a lack of fluency in writing – handwriting, spelling and structure. For some children poor letter formation / handwriting has been identified. Those children who maintained writing during lockdown were less affected, however those children who did not have access to regular writing opportunities have needed to work additionally hard on writing stamina.
Maths – Specific learning content has been missed, leading to gaps in learning and stalled sequencing of knowledge. Children still have an appetite for mathematics and lockdown has not affected their attitudes, however there are clear gaps in learning identified through baseline assessments.
Other subjects – There are some significant gaps in knowledge – whole units of work have been missed meaning that the children are less able to access pre-requisite knowledge when learning something new and they are less likely to make connections between concepts and themes throughout the curriculum. Children have also missed valuable curriculum experiences like school outings, visitors and exciting, powerful curriculum learning moments.
Planned Expenditure
These are grouped into the categories outlined in the Education Endowment Foundation’s Covid-19 Support Guide for Schools.
1.Teaching and Whole School Strategies
Desired outcome |
Chosen approach and anticipated cost |
Impact expected |
Staff Lead |
Review date |
Ensure Quality first Teaching across the curriculum ensuring broad and engaging learning experiences |
Additional time for teachers to research and plan non-core subjects. Relesae time and additional cover will be required to facilitate additional PPA |
Subject Leaders will be confident that the planned curriculum for this year has identified gaps and ensured coverage by the end of the summer term 2021 |
Teachers |
Spring 2021 |
School and home engagement enhanced by use of Microsoft school email and Teams to ensure clear communication for home learning and celebrating achievements in school to raise achievement |
School email and Teams to be used to support home and remote learning, also to celebrate successes seen at home and in school DfE funded |
Greater engagement in learning activities both at home and at school. Platform for remote learning. |
Teachers Key Stage Leaders |
Autumn 2020, spring 2021, summer 2021 |
2.Targeted Approaches
Desired outcome |
Chosen approach and anticipated cost |
Impact expected |
Staff Lead |
Review date |
Ensure that identified children are working in line with learning targets projected from September 2020 |
Year 1 and Year 2 individualised and small group targeted support in phonics, reading, writing and maths £4040 |
Children identified for support will be working inline with age realted expectations by the end of the focus of support |
Year 1 and Year 2 Teachers |
Spring 2021, summer 2021 |
Early language intervention to improve children’s vocabulary, listening and speaking skills |
Individualised and small group support for vocabulary, listening and speaking skills £2020 |
Children show improvements in understanding and use of vocabulary, listening and speaking skills |
Teachers Early Years Leader |
March 2021, summer 2021 |
Resources available to support phonics, reading, writing and maths intervention |
Purchase and introduce flashcards, Giant Phonics, writing toolkit, tricky word cards, maths resources £200 |
Children confidently use resources to support knowledge and understanding. Children reaching age related expectations at the end of the year. |
Teachers Key Stage leaders |
Spring 2021, summer 2021 |
Greater engagement in home reading through high quality texts |
Purchase and introduce additional phonetically decodable books that compliment the cureent reading scheme £1000 |
Additional reading books when children will be exposed to different fiction and non-fiction books will result in more children reaching age related expectations at the end of the year |
English leader |
Autumn 2020, spring 2021 and summer 2021 |
3.Wider Strategies
Desired outcome |
Chosen approach and anticipated cost |
Impact expected |
Staff Lead |
Review date |
More children attend daily breakfast club to further support children’s transition into the school day, resilience, self-regulation and emotional literacy |
Parents consulted and individual children invited, breakfast provided with support and guidance offered £300 |
Individual children transition positively into the school day with improved resilience, self-regulation and emotional literacy |
Headteacher |
Spring 2021, summer 2021 |
Encouraging sustainable home and remote learning with parents |
School staff reinforcing simple, regular, encouraging messages around sustainable home and remote learning and routines. Celebrating successes of children and parents with parents Teacher release time
|
Children experiencing positive, sustainable home and remote learning experiences with parents. |
Teachers |
Autumn 2020, spring 2021, summer 2021 |