Catch Up Funding
COVID-19 Catch Up Funding
The government announced £1 billion of funding to support children and young people to catch up lost time after school closure. This is especially important for the most vulnerable and disadvantaged backgrounds. This funding includes:
- a one-off universal £650 million catch up premium for the 2020 to 2021 academic year to ensure that schools have the support they need to help all pupils make up for lost teaching time
- a £350 million National Tutoring Programme to provide additional, targeted support for those children and young people who need the most help, which includes:
Fulwood & Cadley's Allocation of Funding
A total of £6260 has been allocated to school in the Autumn term, this funding will be used in the majority to subsidise the purchase of additional digital resources - i-pads. We feel that enhancing provision of digital resources in school will enable teachers to make more effective use of both time in school and at home, through the effective deployment of the learning platform Seesaw (Cl 1-3) and Showbie (Cl4-10). Effective use of such learning platforms will enable learning to be personalised, provide instant feedback and limit the use of shared resources therefore reducing risk of transmission of COVID-19.
National Tutoring Programme
A number of children across EYFS and KS1 have been identified as having English as an additional language and we have devolved part of the funding to access 1:1 or small group tutoring opportunities to overcome language barriers to learning.
Increase Capacity in School
We will be using part of the funding in order increase teaching assistant capacity in school. TA2 staff have been upgraded temporarily to TA3 in order to allow them to cover classes so teachers can provide focused intervention during afternoon sessions or have had hours increased. In the provision of remote learning this has enabled all class teachers to come out of class and focus on pupils at home, whilst teachers deliver foundation subjects to the children in school.
In order to ascertain the impact of spending on outcomes for children, half termly progress data derived from teacher judgements will be analysed, as well as a formal mid-year summative assessments, where children's progress and attainment will be measured after completion of tests in core areas: reading, writing and maths.
In addition to this pupil progress meetings will be carried out with all teaching staff to discuss class and individual progress and ascertain impact provision is having on learning.