COVID-19 Catch-up Premium
| PULHAM CE VC PRIMARY SCHOOL | ||||
| TIERED APPROACH TO SUPPORTING SCHOOL PLANNING AND THE USE OF CATCH UP FUNDING– (2020-21) | ||||
| PLEASE NOTE – These are the current priorities and associated costs, these will change and be added to throughout the academic year as further needs and support are identified. | ||||
| TEACHING | ACTION | HOW? | ASSESSMENT | COST |
| Professional Development – utilising VNET programme | Bought into VNET – which offers a range of training programmes for teachers and TAs. | Professional Development programme – teachers disseminate to others to ensure best practice is implemented across the school – EEF states – best available evidence indicates that great teaching is most important lever schools have to improve outcomes for pupils. | No additional costs | |
| Speech Therapy – training | Through access to training and through information provided by speech therapist. Through Centre of Excellence. | Speech therapy – pupils’ speech will improve
| £150 | |
| KS2 Talk Boost | Purchase of KS2 Talk Boost and associated training. | KS2 Talk Boost – pupils with low level vocabulary skills will improve writing and reading skills (in-school assessments)
| £550 | |
| High Interest/Low level books for reading recovery | Buy books that are suitable for older children to read, with reading material that they find interesting. | High interest/Low level books for reading recovery – pupils
will progress through reading bands. Reading assessments will show progress.
| £200 | |
| Maths training for EYFS | Book onto Developing Young Mathematicians – Early Excellence Training | Maths training for EYFS – EYFS staff will feel confident in delivering high quality maths teaching, resulting in improved outcomes for pupils.
| £250 | |
| Development of gross motor skills in EYFS and Year 1 | Purchase of outdoor equipment to improve grip. From Dunster House | Development of gross motor skills in EYFS and Year 1. – pencil control will improve which will have an impact on writing skills.
| £190 | |
| Support for NQT + 1 teacher with planning and implementation | Support provided by EYFS Lead and Headteacher | Support for NQT + 1 teacher with planning and implementation. – Planning will ensure that a wide curriculum is taught, developing pupils’ knowledge and skills across all areas of the curriculum (in school observation and assessments).
| No additional costs. | |
| Marking and Feedback policy ensures that teachers know how to move learning on, identify misconceptions and provide explicit feedback for pupils on how to improve their work.
| Use of in-school system for recording lesson assessments. | Children’s progress and attainment will improve – use of in school assessments and tracking on pupil asset to monitor progress made. | No additional costs | |
| Flexible grouping used to enable us to provide extra teaching as needed for pupils needing support during the lesson.
| Teacher assessment and observation in lesson time to identify those pupils needing support in individual lessons. | Support will enable pupils to engage in the lesson and to make progress in each lesson. Assessed through observations and marking of books. | No additional costs | |
| TOTAL COST FOR TEACHING | £1340 | |||
| TARGETED ACADEMIC SUPPORT | ACTION | HOW? | ASSESSMENT | COST |
| Early identification of pupils with barriers to learning. | Teachers using diagnostic assessment, observations and book scrutiny. | Pupils provided with interventions appropriate to barriers identified. Record of work carried out and impact of interventions provide evidence of impact. | No additional costs | |
| Intervention timetable developed to support these pupils.
| SENCo and SEN team develop timetable of support. | Assessments of needs carried out – e.g. Sandwell, British Vocabulary Scale, Working Memory Rating Scale | No additional costs at present time. | |
| Small group tuition
| Teachers to be released from class by HLTA to provide targeted support to pupils identified as needing further teaching support. | Progress and attainment measured through in-school assessments, observations and book scrutiny. Tracking on Pupil asset and through Pupil Progress Meetings.
EEF states that – the evidence indicates that small group and 1:1 interventions can be a powerful tool for supporting pupils. | £ 5761 (spring and Summer terms)
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| One to one support for identified pupils- teacher led
| Teachers to be released from class by HLTA to provide targeted support to pupils identified as needing further teaching support. | Progress and attainment measured through in-school assessments, observations and book scrutiny. Tracking on Pupil asset and through Pupil Progress Meetings.
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| Teaching Assistants utilised effectively for improved learning outcomes for pupils.
| Teachers to ensure TAs are given clear and direct instruction about how to move learning on. | Pupils outcomes will provide evidence of impact. Progress and attainment measured through in-school assessments, observations and book scrutiny. Tracking on Pupil asset and through Pupil Progress Meetings. | No additional costs | |
| NELI being implemented in EYFS
| Nuffield Early Language Intervention | Development of children’s vocabulary, listening and narrative skills. Development of phonological awareness and early letter-sound knowledge as foundation for early literacy skills. | Cover costs for training – 2 x £200 = £400 | |
| TOTAL COST FOR TARGETTED ACADEMIC SUPPORT | £ 6161 | |||
| ACTION | HOW? | ASSESSMENT | COST | |
| WIDER STRATEGIES | Nurture sessions being provided to children to support emotion, social and mental health of identified pupils. | Nurture provided (Thrive trained) provides 1:1 sessions. | Children identified by Class Teachers as needing this support. Impact assessed by discussions with Nurture Provider and though discussions at Pupil Progress Meetings. | No additional cost |
| PATHS being used to enable pupils to express their feelings | PATHS (promoting Alternative Thinking Strategies) used throughout school. | Exploration of different feelings through PATHS programme. Assessment is through children talking in sessions and teacher observations. | No additional cost | |
| Resources purchased to support learning | Teachers identify resources that would be beneficial to support children’s learning. | Use or resources such as Numicon increases pupils’ fluency and understanding of number. Assessment through in-school assessments. (10 x boxes @ £40 each) |
£400 | |
| Family support through PSA
Running of Solihull parenting programme for parents | PSA employed on an adhoc basis to provide support for identified families. | Assessed through discussions and by observing changes in parenting approaches leading to children’s lives being more positive – thus having an impact on ability to engage in learning in school. |
£600 | |
| TOTAL COST FOR WIDER STRATEGIES | £1000 | |||
| OVERALL TOTAL | £8501 | |||