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Primary School and Nursery

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Catch-up Premium Report

Clifford Road Primary Catch-up Premium Report

COVID catch-up premium spending: summary

summary information

Total number of pupils:

413

Amount of catch-up premium received per pupil:

£80

Total catch-up premium budget:

£33040

 

 

 

 

strategy statement

 

Background

We have used the Educational Endowment Foundation support guide and the work of Barry Carpenter (Professor of Mental Health in Education, at Oxford Brookes University) to inform our rationale for spending. 

 

The Education Endowment Foundation has produced guidance that will support teachers and leaders to re-establish good progress.  The tiered planning model balances approaches to improving:

  1. teaching
  2. targeted academic support
  3. wider strategies

 

Professor Carpenter’s article - ‘A Recovery Curriculum:  Loss and life for our children and schools post pandemic’ - identifies 5 losses that the children may have experienced due to the national lockdown: ‘Those five losses, of routine, structure, friendship, opportunity and freedom, can trigger the emergence emotionally of anxiety, trauma and bereavement in any child. The overall impact cannot be underestimated. It will cause a rapid erosion of the mental health state in our children.’

Professor Carpenter goes on to recommend that a Recovery Curriculum is built on 5 Levers, as a systematic, relationships-based approach to reigniting the flame of learning in each child. Clifford Road Primary has published its Recovery Curriculum, which has been in operation since September 2020.

 

This grant will support our spending in these areas:  

  • Curriculum resources and materials
  • Additional hours for learning support and pastoral/mental health support
  • Training for staff
 

Aims

  • To enhance and not replace the school’s broad and creative curriculum; children will feel a sense of familiarity with the teaching approaches, curriculum and with the structure of lessons
  • To reignite good progress and close the gap created by school closures
  • The mental health and wellbeing needs of the children are met and supported
  • The children are ready for their next stage of education

 

Priorities

Approaches

Priorities within this plan

Teaching

  • Use the best curriculum resources and materials to ‘reignite the flame of learning’
  • Have the capacity to offer immediate remote learning
  • Lost learning is quickly identified and gaps are addressed
  • Teaching staff have the skills to respond to barriers to learning
  • Identify opportunities to embed key skills across the curriculum, e.g., children read widely, develop their writing skills and vocabulary.
  • Teaching incorporates cognitive and metacognitive strategies: such as the use of graphic organisers, Talk Less Teaching approaches and Word Study
  • Explicit teaching: of reading prosody skills; modelling strategies, e.g., Book Talk or mathematical reasoning

Targeted academic support

  • Structured interventions, e.g., rapid reading/phonics, Wellcomm S&L
  • Small group tuition e.g., maths and reading session run by our LSAs
  • One to one support, e.g., reading mentoring, tuition, SEN support
  • Effective deployment of TAs supplements not replaces the teacher
  • Reading and phonic intervention e.g., rapid reading and phonics
  • Small group intervention to support mastery learning e.g., guided group or supported group run by teacher or TA

 

Wider strategies

  • Recognise and respond to the needs of children who have suffered trauma or have a mental health issue
  • Teach explicit SEL skills: self-awareness, self-management, social awareness, relationship skills, responsible decision making
  • Support pupils to rebuild relationships and connect with school life
  • Offer a good range of clubs and enrichment activities
  • Communicate with and support parents, including supporting families with remote learning

 

Note: the plan does not include all the strategies and approaches the school is employing as part of its Recovery Curriculum.

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