COVID-19 catch-up premium (including 16-19 tuition)

COVID-19 catch-up premium spending: summary

Summary information

Total number of pupils:

1070

Amount of catch-up premium received per pupil:

£54.47

Total catch-up premium budget:

£58,280

 

 

Additional 16-19 Funding

£906

   
Strategy Statement for additional funding

The school’s catch up priorities are also those of the Russell Education Trust. They also describe the core approaches taken, intended to help students catch up on missed learning and the overall aims of the strategy. They are

  1. Curriculum Modification for Year 10-13

Years 11 and 13 missed significant elements of their examination courses due to lockdown.  Curriculum modification will be necessary to ensure that specification content can be covered given the restrictions of lockdown without detriment to student outcomes.

There was an impact for years 10 and 12 too as they were unlikely to be able to start their examination courses in the normal way and the impact of this had to be mitigated.

  1. Developing the Digital Curriculum

To support our initiatives and ensure that a blended learning approach continues to be successful in the event of students having to self-isolate. In addition, our digital curriculum will enhance the future delivery all subjects, particularly those minority or shortage subjects, where staffing is shared across the trust. All students benefit from blended learning from our VLE, MS Teams, Show My Homework and other on-line tools.

  1. Closing the Gap for Disadvantaged 

Differential engagement in learning has affected all students' learning but there are also increased gaps between students and student groups. This presents ongoing challenges during this academic year. We have particularly identified male students, those with SEND and students from a Pupil Premium (PP) background are worst affected. 

Even without COVID, the school is always mindful that an attainment gap can develop and grow during secondary education, whether for an individual or a group. A strategic aim is for us to address this and as and when it occurs. COVID requires us to work on it now to limit further impact caused by the disruption.

SEND, PP and male students need a additional support and intervention.

Additional new staff have been brought in to assist with this and additional resources have been created.

Annual SEND reviews have all included details of how students are coping (or not) and 1 page profiles have been re-written to include new strategies to support staff and students. This is being extended to students who are PP. 

  1. Emotional & Mental Health support for students and staff.

Students and staff continue to deal with a range of emotional stress emerging directly from lockdown or indirectly because of the impact it has had on their families. Identification and support for those who need it remains a strong priority that requires additional resource in terms of staff and volunteers. 

Barriers to learning

Barriers to future attainment

Academic barriers:

A

Students in examination year groups who missed a substantial part of their teaching in normal classroom conditions are most at risk of their life chances suffering as a result of covid. In particular, this is affecting boys, SEND and PP students. 

B

Students in non-examination year groups who need to catch up on missed learning.

C

Professional development needs for teachers who missed half of their initial teacher training or NQT programmes.

Additional Barriers

External barriers:

D

Attendance is a key issue. At the start of the academic year, it was particularly important to establish routines and capacity to respond to individual occasions of student absence.

E

Students who present with emotional needs, including those related to trauma, and may request access to office staff or have hardship concerns as a result of parents losing income.

F

Some families continue to have limited access to technology and broadband.

Planned expenditure for current academic year - Covid Catch Up Funding

Please note, these are not the only initiatives being undertaken by departments and year teams to ensure students are on track post COVID lockdown. Subject Development plans and Year Group Development plans outline all strategies. Below are the strategies using post lockdown 'catch up' funding.

Quality of teaching for all

Action

Intended outcome and success criteria

What’s the evidence and rationale for this choice?

Staff lead

Cost

Art equipment

Equal access to resources

Students who have missed teaching time to be given specific equipment for home use.

DBA

£400

Drama teachers

Team teaching allowing for modelling and intervention.

Ensure CPD for less experienced staff

LBA

£150

English SPAG starters

Improved SPAG standards across all year groups.

Post covid assessments indicate impact of disrupted provision.

AFO

£200

Maths coaching and observation

Improve quality first teaching, including in A level

New and less experienced staff need to develop their teaching with effective differentiation and the new demands of first year A level

HBA

£2100

Music blended learning

Ensure a blended learning approach is ready

Resources need to be adapted in the event of student self-isolation

PRO

£300

Music resources

Improve the support materials

Some students did not engage fully during lockdown.

PRO

£200

Science peer observation

Improved quality of teaching and learning

Less experienced staff need coaching to ensure rapid progress following lockdown

HMA

£250

Science resources

Ensure a blended learning approach is ready

Resources need to be adapted and purchased to ensure good provision in the event of student self-isolation. This includes for year 7 students who missed year 6 provision and online platform for homework.

HMA

£1500

Spanish resources

Additional resources to ensure progress

Extra grammar and work books for students to work at home, also includes cost of printing differentiated materials.

PMA

£300

Home learning books

Additional books to support home learning

Ensure a consistent quality of resource

ASE

£6200

Total budgeted cost:

£11,700

Targeted support

Action

Intended outcome and success criteria

What’s the evidence and rationale for this choice?

Staff lead

Cost

English intervention KS4 - tutoring

Ensured desired level of understanding in particular topics

Analysis of progress shows some students need additional help

AFO

£2000

Maths intervention KS4 - tutoring

Ensured desired level of understanding in particular topics

Analysis of progress shows some students need additional help

HBA

£2000

Music mentoring

Ensure understanding for year 11 students

Lockdown impacted on practical subjects, students need individual attention

PRO

£300

Psychology / sociology intervention

Strong outcomes in A level results

Ensure capacity in place to drive outcomes

ASE

£8892

Science intervention KS4 - tutoring

Ensured desired level of understanding in particular topics

Analysis of progress shows some students need additional help

HMA

£2000

Total budgeted cost:

£15,192

Other approaches

 

 

 

 

 

Action

Intended outcome and success criteria

What’s the evidence and rationale for this choice?

Staff lead

Cost

Additional attendance staffing

High standards of attendance, and limited numbers of persistent absentees.

Enable swift action for all absences so patterns are not allowed to develop.

JSH

£12,480

Counselling support

Ensure support for students who have suffered trauma during lockdown

Remove barriers to attendance and ensure all students are able to engage in learning

DCA

£2000

Hardship fund

Support for individual students

Significantly worse financial circumstances for many families

ASE

£1000

Additional office staffing

Support additional queries and needs from the office.

A higher demand for first aid, absence, general questions and queries

NC

£3744

Total budgeted cost:

£19224

Planned expenditure for current academic year - 16-19 Tuition Funding

Additional funding has come from the ESFA (details here) for students (aged 16-19) who will benefit from small group tuition in English, Mathematics and other courses where learning has been disrupted. The funding is for those students who did not achieve Grade 5 in English or Mathematics and are currently with us in Sixth Form. The priority should be those who did not gain a Grade 4 in either English or Mathematics. 

The money provided is for the school to use to go above and beyond this typical provision so we have used the £906 to provide the following:

Action

Intended outcome and success criteria

What’s the evidence and rationale for this choice?

Staff lead

Cost

Individual tuition in Mathematics Retake GCSE Mathematics and achieve a Grade 4 In line with funding intention and supports students in achieving most important core academic outcome HBL/SPE  £500
Individual tuition in lowest performing A Levels Achieve target grade in all A Level subjects  In line with funding intention and supports students in achieving success in their current courses RPE/SWA £406
Total budgeted cost: £906
Additional Information

In this section we refer to additional information which we've used to support the sections above. For example:

  • Evidence is available from the EEF families of schools database here. 
  • Results of parent, staff and students consultation - we have undertaken two surveys of parents, staff and students and have used these to adjust our provision. The outcomes have been shared with stake holders in our newsletters here
  • Recent school Ofsted report - our most recent OfSTED report is available here

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