Logo Logo Logo Logo Logo
  • Home
  • About Us
    • About SJSJ
      • Headteacher’s Welcome
      • School Vision
      • Safeguarding
      • Our Church
      • Anti-Racist Statement
      • Staff List
      • Awards & Achievements
      • Inclusion & Equalities
      • SEND: Special Educational Needs and Disabilities
      • We are a Rights Respecting School
      • Facilities for Hire
      • Current Vacancies
      • COVID Catch Up Funding
      • School Development Priorities
      • School Self Evaluation
    • School Policy
      • School Policies
      • Primary Advantage Policies
      • OFSTED & SIAMS Reports
      • Results
      • Pupil Premium Strategy
      • PE & Sport Premium
      • Financial Benchmarking
      • Union Officials Information
    • Governance
      • Our Governors
      • Local Advisory Board
    • Primary Advantage
      • Introduction
      • Our Partnerships
      • Our Teaching Schools
      • Primary Advantage Vacancies
  • News & Events
    • News Archive
    • Calendar
    • Newsletters
    • Term Dates
    • Letters for Parents
  • Curriculum
    • Teaching & Learning
      • Our Curriculum
      • Homework & Home Learning Links
      • Assessment
      • Early Years
    • Subjects
      • Art
      • Computing
      • Diverse Britain
      • Geography
      • History
      • Maths
      • Music
      • Oracy
    • Subjects
      • Physical Education
      • PSHE & Citizenship
      • Reading
      • Religious Education
      • Science
      • STEAM
      • Spanish: Modern Foreign Languages (MFL)
      • Writing
  • Wellbeing
  • COVID-19
    • Managing the Virus
    • COVID Related Communication
    • Year Group Learning Resources
    • Home Learning
    • Useful Resources & Support
  • Children
    • Year Groups
      • Nursery
      • Reception
      • Year 1
      • Year 2
      • Year 3
      • Year 4
      • Year 5
      • Year 6
    • Pupil Voice
      • RRS Team
      • School Council
      • Green Team
      • Digital Leaders
      • Sports Crew
      • Wellbeing Leaders
  • Parents
    • Admissions
      • Admissions Process
      • Extended Nursery Provision
    • Parent Information
      • Introduction & Important Information
      • The School Day
      • Behaviour
      • Attendance, Punctuality and Absence
      • School Meals
    • Parent Information
      • School Uniform
      • Online Safety
      • FAQs
    • Extended School
      • Clubs
      • Holiday Camp
  • PTA
  • Contact
  • Home
  • About Us
    • About SJSJ
      • Headteacher’s Welcome
      • School Vision
      • Safeguarding
      • Our Church
      • Anti-Racist Statement
      • Staff List
      • Awards & Achievements
      • Inclusion & Equalities
      • SEND: Special Educational Needs and Disabilities
      • We are a Rights Respecting School
      • Facilities for Hire
      • Current Vacancies
      • COVID Catch Up Funding
      • School Development Priorities
      • School Self Evaluation
    • School Policy
      • School Policies
      • Primary Advantage Policies
      • OFSTED & SIAMS Reports
      • Results
      • Pupil Premium Strategy
      • PE & Sport Premium
      • Financial Benchmarking
      • Union Officials Information
    • Governance
      • Our Governors
      • Local Advisory Board
    • Primary Advantage
      • Introduction
      • Our Partnerships
      • Our Teaching Schools
      • Primary Advantage Vacancies
  • News & Events
    • News Archive
    • Calendar
    • Newsletters
    • Term Dates
    • Letters for Parents
  • Curriculum
    • Teaching & Learning
      • Our Curriculum
      • Homework & Home Learning Links
      • Assessment
      • Early Years
    • Subjects
      • Art
      • Computing
      • Diverse Britain
      • Geography
      • History
      • Maths
      • Music
      • Oracy
    • Subjects
      • Physical Education
      • PSHE & Citizenship
      • Reading
      • Religious Education
      • Science
      • STEAM
      • Spanish: Modern Foreign Languages (MFL)
      • Writing
  • Wellbeing
  • COVID-19
    • Managing the Virus
    • COVID Related Communication
    • Year Group Learning Resources
    • Home Learning
    • Useful Resources & Support
  • Children
    • Year Groups
      • Nursery
      • Reception
      • Year 1
      • Year 2
      • Year 3
      • Year 4
      • Year 5
      • Year 6
    • Pupil Voice
      • RRS Team
      • School Council
      • Green Team
      • Digital Leaders
      • Sports Crew
      • Wellbeing Leaders
  • Parents
    • Admissions
      • Admissions Process
      • Extended Nursery Provision
    • Parent Information
      • Introduction & Important Information
      • The School Day
      • Behaviour
      • Attendance, Punctuality and Absence
      • School Meals
    • Parent Information
      • School Uniform
      • Online Safety
      • FAQs
    • Extended School
      • Clubs
      • Holiday Camp
  • PTA
  • Contact

COVID Catch Up Funding

COVID Catch Up Funding

Home > About Us  > About SJSJ > COVID Catch Up Funding

Children and young people across the country have experienced unprecedented disruption to their education as a result of coronavirus (COVID-19). Those from the most vulnerable and disadvantaged backgrounds will be among those hardest hit. The aggregate impact of lost time in education will be substantial, and the scale of our response must match the scale of the challenge.

Schools’ allocations will be calculated on a per pupil basis, providing each mainstream school with a total of £80 for each pupil in years reception through to 11.

As the catch-up premium has been designed to mitigate the effects of the unique disruption caused by coronavirus (COVID-19), the grant will only be available for the 2020 to 2021 academic year. It will not be added to schools’ baselines in calculating future years’ funding allocations.

Use of Funds EEF Recommendations

Schools should use this funding for specific activities to support their pupils to catch up for lost teaching over the previous months, in line with the guidance on curriculum expectations for the next academic year.

Schools have the flexibility to spend their funding in the best way for their cohort and circumstances.

To support schools to make the best use of this funding, the Education Endowment Foundation (EEF) has published a coronavirus (COVID-19) support guide for schools with evidence-based approaches to catch up for all students. Schools should use this document to help them direct their additional funding in the most effective way.

 

 

The EEF advises the following:

 

Teaching and whole school strategies

  • Supporting great teaching
  • Pupil assessment and feedback

 

Targeted approaches

  • One to one and small group tuition
  • Intervention programmes
  • Extended school time

Wider strategies

  • Supporting parent and carers
  • Access to technology
Identified impact of lockdown
Maths

Specific content has been missed, leading to gaps in learning and stalled sequencing of journeys. Children still have an appetite for maths and lockdown has not affected their attitudes however they are quite simply, have large gaps in learning.

Recall of basic skills has suffered – children are not able to recall addition facts, times tables and have forgotten once taught calculation strategies. This is reflected in arithmetic assessments.

Writing Children haven’t necessarily missed ‘units’ of learning in the same way as Maths, however they have lost essential practising of writing skills. GAPs specific knowledge has suffered, leading to lack of fluency in writing. Those who have maintained writing throughout lockdown are less affected, however those who evidently didn’t write much have had to work additionally hard on writing stamina and improving their motivation due to the lack of fluency in their ability to write.
Reading Children accessed reading during lockdown more than any other subject. This is something that was more accessible for families and required less teacher input. However, children are less fluent in their reading and the gap between those children that read widely and those children who don’t is now increasingly wide. The bottom 20% of readers have been disproportionately affected.
 Non-core There are now significant gaps in knowledge – whole units of work have not been taught meaning that children are less able to access pre-requisite knowledge when learning something new and they are less likely to make connections between concepts and themes throughout the curriculum. Children have also missed out on the curriculum experiences e.g. trips, visitors and powerful curriculum moments.
Planned expenditure – The headings below are grouped into the categories outlined in the Education Endowment Foundation’s coronavirus support guide for schools)
      i.     Teaching and whole-school strategies
Desired outcome Chosen approach and anticipated cost Impact (once reviewed) Staff lead Review date?

Supporting great teaching:

 

The foundation subjects will be planned with increasing detail and consideration for how pre-requisite knowledge will be taught alongside new learning so that knowledge gaps can be reduced.

 

 

Teachers using a variety of strategies to engage and develop children’s writing stamina, especially the lowest 20%.

 

 

 

Additional time for teachers to research and plan non-core subjects with leaders. Release time and additional cover will be required to facilitate the additional PPA.

 

(£2000)

Writing lead to coach teachers through joint planning and delivery of lessons. Review strategies used for teaching of writing to engage and develop children’s stamina. CPD for all the staff on how to support the lowest 20% of writers and to ensure consistency in outcomes for all.

 

(£1000)

 

Teaching and learning across the school is judged to be outstanding.

Learning in books shows good progress.

 

Writing lesson observations show teachers using a range of strategies to support the lowest 20% of writers which is impacting on progress.

 

Teachers report greater confidence in using assessments to identify and address gaps.

End of year assessments for each year groups show that children are making progress ad gaps are being addressed.

 

 

PB

 

 

 

 

 

LS

 

 

 

Feb 21

July 21 due to Spring closures

 

 

 

 

 

Feb 21

July 21 due to Spring closures

 

Teaching assessment and feedback

 

Teachers have a very clear understanding of what gaps in learning remain and use this to inform assessments of learning that are aligned with standardised norms, giving a greater degree in confidence and accuracy of assessments.

 

 

Cover needed to allow class teachers to meet with leaders to identify whole class strategies to support learners each half term after teachers have untaken in class assessments

(£1000)

Thorough gap analysis undertaken of learning in October and of missed learning from spring 2021.

Following training, teachers effectively use analysis to inform planning. Evidence in books show how plans are adapted to address gaps in learning.

Progress from starting points evident from both lockdowns.

 

 

JS

 

 

July 21

Total budgeted cost £ 4000
  1. Targeted approaches
Desired outcome Chosen action/approach Impact (once reviewed) Staff lead Review date?

1-to-1 and small group tuition

Identified children will have significantly increased rates of reading fluency and vocabulary awareness. They will be able to comprehend reading better as a result of being able to read at pace without spending their working memory decoding. They will be confident readers and dips in reading attainment will be negated.

 

 

 

Senior leaders to lead on reading interventions.

(£5000)

 

HLTA’s to delivery reading interventions to support the lowest 20% of readers across the school.

(£4,000)

 

End of Ks2 results

EXS – 89%

GD – 68%

 

End Ks1

EXS – 82%

GD – 36%

 

Year 2 phonics screening Dec 2020

93% passed phonics screening

 

LS

 

 

JS/LS

 

 

Feb 21

 

 

 

 

 

July 21

Intervention programme

Small group teaching supports those identified children in reinforcing their understanding of basic maths skills and application of number.

 

 

Senior leaders to deliver small group maths interventions to identified year groups.

 

(£3000)

End of Ks2 results

EXS – 89%

GD – 36%

 

 

End Ks1

EXS – 79%

GD – 29%

 

 

JS, GG

 

 

July 21

Total budgeted cost £12,000
Overall Grant expenditure £16,000
Related Pages
  • Headteacher's Welcome
  • School Vision
  • Anti-Racist Statement
  • Safeguarding
  • Our Church
  • Staff List
  • Our Awards & Achievements
  • Inclusion & Equalities
  • SEND: Special Educational Needs and Disabilities
  • We are a Rights Respecting School
  • Facilities for Hire
  • Current Vacancies
  • COVID Catch Up Funding
  • School Development Priorities
  • School Self Evaluation
Get in Touch

St John and St James C of E Primary School,
Isabella Road,
Hackney
E9 6DX

Tel: 020 8985 2045
Fax: 020 8985 5768
Email: office@johnjames.hackney.sch.uk

Executive Principal: Sian Davies
Headteacher: Joanne Smith

Primary Advantage

The Primary Advantage Federation are a group of 8 schools working together because we believe our schools can gain many benefits from working collaboratively.

Visit Website