Catch-Up Premium

Coronavirus (COVID-19) Catch-Up Funding

Buryfields Infant School Coronavirus (Covid-19) Catch-up Premium Planned Expenditure

Financial Year	Coronavirus Catch-up Funding
2020-21	£8780
2021-22	£6260

Following the disruption caused to the education of all children during the coronavirus pandemic, schools have been allocated funds to support children ‘catch-up’. In order to utilise this additional funding in the best possible way, the staff at Buryfields have assessed the needs of all children and have created a proposal for how the money will be spent. The Education Endowment Fund (EEF) have written clear guidance, based on their research, about how schools might spend this money most efficaciously, and this, alongside our knowledge and understanding of the specific children in our school, was used to inform our decisions. The table below outlines our intentional spend of the funding for this financial year, with a rationale accompanying each decision and an explanation of how we know that the money has been used effectively. Before planning how the funding will be spent next financial year, a thorough review of the impact of all that has been put in place will be completed.

The majority of the funding will be spent on adult support in the classrooms. As schools nationally are having to run ‘bubble’ systems, Teaching Assistants are not able to work with children from across the year group or school as they have done so effectively in past years. The EEF make clear that targeted support from competent and trained professionals is hugely effective as a catch-up strategy. The particular points of relevance from their guidance to our school and setting are:

There is extensive evidence supporting the impact of high-quality 1:1 and small group tuition as a catch-up strategy.
In order to support pupils who have fallen the behind furthest, structured interventions, which may also be delivered one to one or in small groups, are likely to be necessary.
Parents have played a key role in supporting children to learn at home and it is essential that schools and families continue to work together as pupils return to school. Providing additional books and educational resources to families, with support and guidance, may also be helpful – for example, offering advice about effective strategies for reading with children.

Created Autumn Term 2020 Reviewed July 2021 Reviewed and updated Autumn term 2021 Final review due July 2022
What areas of need has the school identified this year as a direct consequence of the coronavirus pandemic?	How is the school planning on addressing this need?	Cost	How will progress and improvement be assessed?	Review
Fine motor control	The school has purchased additional resources to encourage the development of fine motor control and also gross motor control.	£600	Evidence from books and other pieces of work will be gathered and discussed.	Fine motor control was a focus in the year and has improved, although this will continue to be an area of focus 2021-22 for all children.
Speech and language – speech sound production, sentence structure and vocabulary	Additional 6 hours per week of our Speech and language HLTA, who will plan and run one to one and small group tuition with identified children. She will also assess all children in EYFS and address specific needs.	HLTA additional 6 hours/wk for autumn term £631	Use of the Speechlink programme and assessment tool to measure and monitor progress. Evidence of progress in KS1 will be seen in writing and ongoing speaking and listening assessments.	Impact of additional Sp&L hours seen in greater confidence and vocabulary. Due to lockdown not all children on the programme attended school, although some were set specific ‘work’.
Personal, social and emotional development of all children	All classes to have a full-time teaching assistant. TAs will work with the school’s ELSAs to discuss specific needs of individual children and how these might be addressed. TAs and teachers will ensure that individual children have sufficient ‘nurture’ time.	Additional 350 teaching assistant hours for the autumn term; additional teaching assistant hours for spring and summer Total: 9800 Additional TA hours Autumn 2021 £1944 Additional TA hours for 2021-22 £1463	In the Early Years the assessment of PSEd will be tracked and monitored. In KS1 pupil progress and cohort meetings will track children about whom there is a particular concern. Safeguarding and well-being are standard items in all staff meetings.	Personal development, including resilience and MH&WB this year has benefitted hugely from additional TA time, as well as from the additional resources purchased to promote play and social interaction in KS1. By the end of the school year it was felt that the children were on a par with where they have been in previous years (pre-2020). Transition to junior school went well and feedback from MJS and parents has been all positive.
Gaps in reading and writing in KS1 – TAs are unable to mix between bubbles and run intervention groups as they usually would for phonics, handwriting, spelling and reading.	All classes to have a full-time teaching assistant. In the afternoon the TA will either run interventions or lead the class to allow the teacher to take an intervention group.		Progress in the percentages of children achieving ARE in reading and writing. Progress against individual targets. Use of informal assessments such as maths fact quizzes in Year 2 to measure progress in focus areas. Teacher knowledge of their children, which will be shared in pupil progress meetings, and book scrutinies will also provide evidence of progress, even if the children have not moved from WTS to EXS.	Progress in reading and writing was made; comparison of data not completed as we used the altered assessment criteria from the LA to assess children in the summer term. However, from internal moderation sessions in school, it was felt that the children were not radically far from where they have been previously, especially in transcription. It was noted that the writing in Year 2 may have had less ‘flair’ than might have been expected, as more focus had been on ensuring accuracy in spelling, handwriting and grammar. 85% of Y1 passed the phonics assessment (previous phonics screening tests used). 86% of Y2 passed the phonics assessment. Of those who did not pass, all had made significant progress from the autumn term assessment.
Gaps in maths and the lower retention of maths facts in KS1	All classes to have a full-time teaching assistant. In the afternoon the TA will either run interventions or lead the class to allow the teacher to take an intervention group.		Progress in the percentages of children achieving ARE in maths. Progress against individual targets. Use of informal assessments such as maths fact quizzes in Year 2 to measure progress in focus areas. Teacher knowledge of their children, which will be shared in pupil progress meetings, and book scrutinies will also provide evidence of progress, even if the children have not moved from WTS to EXS.	Pupil progress meetings, as well as assessments completed in class showed that the children made good progress in maths from their starting points. The mastery programme was particularly effective this year.
Gaps in maths and the lower retention of maths facts in KS1	Additional resources have been purchased to ensure that children have easier access to resources without having to share.	Resources - £255		Resources proved very effective in the teaching of the mastery maths programme, ensuring the CPA approach could be applied.