Catch-up Premium

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What is Catch-up Premium?

The Government announced £1 billion of funding to support children to catch up lost time after school closures.  This is especially important for the most vulnerable and disadvantaged backgrounds.  Glory Farm Primary School will make every effort to support disadvantaged children with their learning.  For the purposes of this plan, the term disadvantaged goes beyond the Government’s definition of those eligible for Free School Meals or Pupil Premium and includes those who may struggle to access home learning whilst not attending school (eg children facing difficult circumstances in the home environment or those with limited or no access to technology at home).

Schools should use this funding for specific activities to support their children to catch up for lost teaching over the previous months.  School leaders must be able to show they are using the funding to resume teaching a normal curriculum as quickly as possible following partial or full school closure.  Governors should scrutinise schools’ approaches to catch-up from September 2020, including their plans for and use of catch-up funding.  This should include consideration of whether schools are spending this funding in line with their catch-up priorities and ensuring appropriate transparency for parents.

The approaches detailed in our plan supplement school improvement priorities already planned for 2020 – 21.

Use of Funds Education Endowment Fund (EEF) Recommendations

Schools should use this funding for specific activities to support their children to catch up for lost teaching over the previous months, in line with the guidance oncurriculum 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 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 advised the following support strategies:

Teaching

  • High quality teaching for all
  • Effective diagnostic assessment
  • Supporting remote learning
  • Focusing on professional development

Targeted academic support

  • High-quality one to one and small group tuition
  • Teaching Assistants and targeted support
  • Academic tutoring
  • Planning for pupils with Special Educational Needs and Disabilities (SEND)

Wider strategies

  • Supporting children’s social, emotional and behavioural needs
  • Planning carefully for adopting a Social and Emotional Learning curriculum
  • Communicating with and supporting parents
  • Supporting parents with children of different ages
  • Successful implementation in challenging times