|The Rosary Catholic Primary School
|Total Catch-Up Premium
|Number of pupils
|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 Reception through to Year 6.
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
To support schools to make the best use of this funding, the Education
The EEF advises the following -
Teaching and whole school strategies:
|Identified impact of lockdown
|In Mathematics there are gaps in the children’s learning. Specific content has been missed due to lockdown and assessments (Autumn 2020) have shown the gaps in the children’s learning. Recall of basic skills has suffered – children are not able to recall addition facts, times tables and have forgotten once taught calculation strategies. This is reflected in arithmetic assessments. There are identified children in each year group who need additional support with mathematics.
|Although pupils have been writing over the lockdown, they have lost essential practise of writing at length according to a set success criteria.
Writing assessments have shown that there are gaps in knowledge affecting the fluency of writing. Those who evidently didn’t write much, have had to work additionally hard on writing stamina and improving their motivation due to the lack of fluency in their ability to write.
|Baseline Phonics assessment showed wide gaps in the children’s phonic knowledge.
Children are less fluent in their reading and the gap between those children that read widely and those children who do not is now increasingly wide.
Assessment has shown the lockdown has impacted children’s comprehension skills and knowledge of vocabulary.
Due to children not attending school during the lockdown period and the worry of Coronavirus children need additional emotional support and help.
The school also has families who need additional help since the start of lockdown.
There are now significant gaps in knowledge – whole units of work have not been taught meaning that children are less able to access prerequisite knowledge when learning something new and they are less likely to make connections between concepts and themes throughout the curriculum. Children have also missed out on curriculum experiences e.g. visits and visitors.
|i. Teaching and whole-school strategies
(once reviewed July21)
|Teachers will have a clear understanding of children’s gaps in knowledge as a result of Covid19 lockdown and teachers will closely monitor progress towards closing the gaps in knowledge and skills
|*Baseline assessments for all pupils (Year 1 to Year 6). Tests to include Maths, Reading, Writing, Grammar, Punctuation & Spelling and Phonics).
*Tests will be analysed and used to identify gaps
in skills and knowledge as well as more individual needs.
*Pupil Progress Meetings with Senior leaders and Class Teachers to review assessment and plan how to support the children who have clear gaps in their learning
*Further assessment to take place to ensure
that support given is high impact.
|*Investigate PUMA assessment programme
|Good level of pupil understanding in how to look after their mental health and wellbeing.
Children will be able to express their worries.
Decrease in children displaying anxieties.
|*All pupils to take part in ‘Take 5 Well Being Festival’
*Introduction of Worry Boxes across the school
The school will have a trained member of staff in Drawing and Talking, a therapeutic
*A member of staff to attend Draw and Talk
*Start to work with children in ‘Drawing and Talking’
|Staff in each Key Stage will be trained in
Mental Health to enable them to support thechildren and staff.
|*A member of staff in each Key Stage to receive
training in Mental Health First Aid.
|Improved support for the wellbeing and
mental health of the children.
|*Staff to take part in the Achieving Wellbeing Pilot
|Gaps in knowledge of children in English and mathematics during the lockdown addressed.
|*Purchase books to use with the children to
improve their gaps in knowledge: CPG, Schofield and Sims
|Children will have improved knowledge and understanding of grammar, spelling and punctuation.
|*Purchase SPAG.Com to work with children to
help with their Spelling, Grammar and Punctuation
|Phonics gaps in knowledge will improve
through daily high quality lessons and regular assessment opportunities to inform future teaching.
|*Staff training in the use of Read Write Inc. to
teach phonics and training in the management and monitoring of teaching phonics
Children will improve their recall of number
Gaps in knowledge and skills due to lockdown will be identified and addressed.
|*All staff to ensure high level arithmetic delivery
and work on recalling number facts
Use of Rock Stars Times Tables to engage pupils
in learning their multiplication tables
*Additional mathematics lesson each week to
recap of learning from the previous year
|To provide further opportunities for pupils to write extended pieces in other curriculum areas, thus practising basic skills.
|*Identify meaningful links with other curriculum
areas that give the children the opportunity for
extended writing. Teachers to insist on high
standards of Basic Skills across all curriculum
|Improvement in children’s knowledge and
understanding of vocabulary: evidenced in written work.
|*Develop and widen children’s knowledge and
understanding of vocabulary by using a range of
|Children will be supported in developing
knowledge and skills of topics/themes missed (foundation subjects) due to the lockdown.
|*Identify topics missed in the different
foundation subjects. Use opportunities to teach
or introduce the children to some of the topics
they missed (For example homework projects)
|ii. Targeted approaches
|The school has ensured that interventions are effective and sustained. An intervention programme organised through in-school resources (in addition to that implemented through NTP funding) will operate alongside NTP tutoring.
|Impact (once reviewed)
|To ensure all pupils meet the expected standard in phonics and improve their phonic knowledge.
|*Assess the children in phonics (In Year 1 and
Year 2) and do additional booster support
groups (in both year groups) to help children
who have been identified as having gaps in
|To develop and improve reading comprehension skills across Key Stage One and Key Stage Two.
*Introduce small group support across the
|To narrow and remove the gaps in knowledge of children in reading.
|*Use the National Tutoring Programme to
allow children to have small group intervention support in reading
|To narrow and remove the gaps in knowledge of children in Mathematics.
*Use the National Tutoring Programme
*Increase mathematics lessons to 6 per week
|*Carry out Springboard pre-school maths
programme (Autumn 2020)
|To reduce the attainment gap between our disadvantaged pupils and their peers.
|*Use the National Tutoring Programme
funding to teach identified children and small groups
|*Appoint PPG lead to monitor and ensure
that gaps for disadvantaged pupils are
|Additional support given to identified children in each class will help to close the gaps in their learning.
|*Identify children in each class who have
gaps in their knowledge. Provide these
children with small group support by
implementing in-school support or using the
National Tutoring Programme funding to
close the identified gaps
|Improved language ability of children in
|*To carry out staff training for the Nuffield
Early Language Intervention (NELI) in
Reception and set up the group support
|iii. Wider Strategies
|Impact (once reviewed)
|To help develop parents’ awareness of how to support their children at home.
|*Subject leads to develop their subject pages
on the school website to support parents
There will include additional weblinks on the
Website for parents to use at home with their
|To develop the mathematical understanding and skills of the children through home learning
|*Purchase and send home mathematics
workbooks - Schofield and Sims - for the
children to work with at home
|To develop understanding and comprehension skills in reading through home learning activities.
|*Purchase CPG Comprehension books Year 1
to Year 6 for use at home x1 week: to embed
skills and fluency.
|Gain parental permission for pupils to come into school early to attend booster group in mathematics.
|*Children to be provided with a breakfast
when they come into school to attend the
|School work towards achieving Mentally Healthy School Status.
|*Working together as a school to develop the
status of being a mentally healthy school
|Developing the use of Google Classroom for remote learning.
*Staff will extend their use of Google
*Staff will receive training on remote learning
|To be able to contact all parents to discuss their children during the first half of the autumn
*Staff to telephone parents during the first
|*SENCO to telephone parents whose child is
on the SEN register during the Autumn term in
order to ensure that parents feel reassured
and to consolidate positive relationship
between home and school
|Laptops will enable children to access learning online.
|*Purchase laptops - in addition to those
provided by Hounslow Borough - for our PPG
children to be able to access remote learning
|Provisional total Cost paid through