Catch Up Funding
The Government has announced that £1 billion of funding has been earmarked for schools to support children and young people to catch up. This includes a one-off universal £650 million catch-up premium for 2020/2021 academic year, to ensure that schools have the support they need to help all pupils make up for lost teaching time due to Covid-19. Although all children have had their education disrupted by the coronavirus (COVID-19) outbreak, it is likely that disadvantaged and vulnerable groups will have been hardest hit.
Downsway Primary School will receive £17,120. The spending of this money will be down to schools to allocate as they see best. At Downsway, this money will be used in order to provide:
- curriculum resources and materials that support “catch up” and mental health of pupils.
- additional staff to develop the outcomes of children who have been identified as needing “catch up” in their learning.
There are two broad aims for “catch up” at Downsway;
- Attainment outcomes at end of 2020-21 will be at least in line with national.
- The mental health needs of pupils are met and supported by the school.
'Catch Up' at Downsway is:
(For all children)
Working through well sequenced, purposeful learning schemes.
Focus on consolidation of basic skills. The core skills which enable successful learning will require increased curriculum time across all year groups. These include: handwriting, spelling of high frequency words, basic sentence punctuation, times tables recall, basic addition & subtraction fact recall and reading skills relevant to age.
Additional lesson time on core teaching. Reading, writing and maths teaching will require increased teaching time in order to cover missed learning.
Particular focus on early reading and phonics.
Assessment of learning and of basic skills to identify major gaps. Teachers will work to identify gaps in learning and adapt teaching accordingly.
Time spent on mental health, wellbeing and social skills development. This will be at the core of all catch up work as many children will have not been in formal school setting for a number of months.
(For some children)
Additional support and focus on basic core skills. Supported by additional staffing – dependent on need as identified through ongoing assessments.
Additional time to practice basic skills.