Universal Catch-Up Funding
Universal Catch Up Premium strategy statement
Context
In March 2020, most schools in the UK were closed, in an attempt to reduce the spread of Covid-19. This resulted in most pupils and students missing out on 4 months of education. In August, the government announced that it would give every mainstream school additional funding, equating to £80 per pupil. Some key principles were outlined as below:
- Schools should use this funding for specific activities to support their pupils to catch up for lost teaching over the previous months
- Schools have the flexibility to spend their funding in the best way for their cohort and circumstances
- 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
- Governors and trustees should scrutinise schools’ approaches to catch-up from September, including their plans for and use of catch-up funding
The funding will be given in 3 tranches and schools are expected to use this money to enable pupils to catch up on the learning lost and to deliver key government curriculum expectations which are set out as below:
- Teach an ambitious and broad curriculum in all subjects
- Make time to cover the most important missed content
- Prioritise most important components for progression
- Focus on key skills, e.g. reading
- Aim to return to the school’s normal curriculum in all subjects by summer term 2021
- Plan on the basis of the educational needs of pupils - use feedback from regular formative assessment to plan for next week’s lessons
- Develop remote education so that it is integrated into school curriculum planning
While schools are free to spend the money as they consider appropriate, evidence from the EEF has been signposted to aid schools in making decisions about how to spend the Universal Catch Up Premium, as below:
- 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
School overview
|
Metric |
Data |
|
School name |
Croxton Kerrial CE Primary |
|
Pupils in school |
61 |
|
Proportion of disadvantaged pupils |
26% |
|
Universal Catch up Premium allocation |
£5360 |
|
Academic year or years covered by statement |
2020-21 |
|
Publish date |
Nov 2020 |
|
Review date |
January 2021 |
|
New review date |
March 2021 |
|
Universal catch Up Premium lead |
Executive Head teacher |
What our assessments have told usEvidence from a mixture of teacher assessment combined with low stakes high impact retrieval practice through the first half of the autumn term. We took the view not to carry out formal testing to enable a period of recovery and rediscovery.
|
Strategic aims for Universal Catch Up Premium
|
Strategic aim |
EEF priority |
Government curriculum expectation |
|
English and Maths intervention
|
1a-c 2a, b |
1, 2, 3, 4,7 |
|
Broaden access to resources that support phonics, reading, blended learning, homework and SEND |
1a,b 3a,b |
3,4,5,6 |
|
ELSA training to support Social and Emotional Development |
2a,b 3a |
6 |
Strategic plan for Universal Catch Up Premium
|
Action |
Lead |
Cost |
KPI – June 2021 |
Monitoring |
|
English and Maths intervention
|
CC
HoS
HoS with BM |
£300
£1500
£100 £1000
|
Children with specific needs demonstrate increased progress on O’ Track. All children benefit from QFT from specialist/experienced staff Children with specific need benefit from support in class and through intervention programmes. Children in greatest need have had access to remote learning and children in class can access online learning programmes. Accuracy in spelling improves over time. |
SENDCo: through summative assessment Class teacher: formative and summative assessments SLT/govs: monitoring visits Literacy coordinator: formative assessments including baseline and KPI points |
|
Broaden access to resources that support phonics and encourage more reading opportunities.
|
ES/AB With HoS and SENDCo |
£1000
|
All pupils able to access and share books at home matched to their phonic knowledge. All pupils have access to high quality reading material. All children benefit from access to high quality resources to support phonics programme |
Subject coordinator: learning walks, virtual observations. Class teacher/pupil progress meetings: Summative and formative assessments. |
|
ELSA training to support Social and Emotional Development |
SENDCo |
£550-£700 |
Staff member trained and timetables of support are in place; parents are informed and are able to follow-up at home. Training starts in Feb 21. |
SENDCo: monthly meetings; feedback from staff and parents |
|
Subscribe to Discovery Espresso to support blending learning and access to high quality resources to support learning at home. |
JH |
£500 |
Timetables of learning show opportunities for blended learning across the curriculum, including homework |
HoS and subject coordinators,: timetables monitored through 365. |
|
Total |
|
£5100 |
|
|
|
Surplus To be reviewed following summative and formative assessments at the end of term to review need. |
|
£260 |
|
|