Menu
Home Page

St Francis Church of England Aided Junior School

"To be the best we can be"

Our Out of Hours Covid-19 reporting line is 07768 688785. Please check the Key Information tab on a regular basis for updated risk assessments. Thank you for your continued support, Mrs. Lakey.

Covid Catch-Up Premium

Guidance

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

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. 

 

Education Endowment Fund (EEF) Recommendations

 

The EEF advises the following: 

 

Teaching and whole school strategies  

  • Supporting great teaching 

  • Pupil assessment and feedback  

  • Transition support 

 

Targeted approaches  

  • One to one and small group tuition  

  • Intervention programmes  

  • Extended school time 

 

Wider strategies  

  • Supporting parent and carers  

  • Access to technology  

  • Summer support 

School Overview 

 

Number of pupils in school 136
Proportion of disadvantaged  61%
Catch-up Premium allocation (No. of pupils x £80)  £11,120
Total budgeted cost  £13,000
Publish Date 30/09/2020
Review Dates 16/01/2021
Statement created by Mrs. L. Lakey 
Governor Lead Mr D. Bowes

The Identified Impact of Lockdown

 

 

Barrier

Desired outcome

Teaching priorities

A

Staff require CPD to develop a greater understanding of children’s’ mental health needs including loss and bereavement. This is then delivered as part of assemblies, P4C and PSHCE curriculum to establish a whole school understanding of loss, bereavement and how we can all support each other.

Children who have suffered loss and bereavement
feel well cared for and supported in school.  

B

Home learning is limited due to socioeconomic and technological requirements of the community.  

A strong remote learning offer is in place (Mrs Pickett),
tailored to the community.  Home learning materials
are tailored to the preferred method for individual
families e.g. paper work pack uploaded to SeeSaw,
Seesaw and digital learning, paper pack learning only.

C

Staff mental health and wellbeing working in the new school structure and routines.

Staff are healthy and fit for work. They are resilient
in the new processes and procedures and are finding
teaching rewarding again.

Targeted academic support

D

Pupils having significant gaps in learning in maths.

New curriculum content for maths was not able to be taught effectively during home learning.

Y3-Y5 have no pupils attaining greater depth standard.

Y3 have only 17% working at the expected standard for Y2 by October 2020.

Pupils make accelerated progress in maths from their
starting points at the September baseline.

A morning 40 min arithmetic session and a 40 min
White Rose Maths session will be delivered daily.

An EEF Academic Mentor has been applied for to
address the gaps in learning in maths, especially
in Y3 and for more able pupils across the school.

E

Y3 SPAG

17% of Y3 pupils are working at the expected standard for Y2 in SPAG, October 2020.
40% passed the phonics screening

Y4-Y6

Y4-Y6 are attaining at least the national expectation for the expected standard. They had access to spelling frame and spelling shed but this did not allow them to discuss, apply and practice using the spelling rules as they would in lessons. Due to the high proportion of disadvantaged pupils, we know from experience that children need to manipulate and use spellings as rote learning does not lead to embedded skills.

Children will be taught spelling rules and will make
accelerated progress, from their baseline
assessments at the end of September 2020.

 

Y3 will have a 40min session daily, initially will
focus on phonics and spelling rules to address
the deficit of skills found in the baseline Y2 2019
SAT assessment.

 

Y4-6 will complete a 40 min session daily learning
and manipulating spelling rules then applying them
in writing.

 

EEF Tuition Partners will be used (once the list is
published in November 2020) to address gaps in
phonics and spelling in Y3 and deeper learning
for more able pupils in Y5 and Y6.

F

Mental Health issues within some families provided a barrier to children’s learning.

All families are supported to ensure they can
assist their child in home learning through Trailblazer,
CAMHS and other relevant community and voluntary organisations.

Wider  Strategies

G

Some children show low self-esteem and self-negating behaviours with regard to their academic ability.

All pupils are able to develop their growth mindset
and resilience when learning during lessons.

 

Class Dojo, Carol Dweck, Kid President are some
of the resources we will use to develop a growth
mind-set in our St Francis Family.

 

Anxiety based low self-esteem will be supported
through our Mental Health Support Worker, provided
by Trailblazer.

H

Reduced capacity to learn through loss and bereavement.

 

Loss and bereavement can affect any of us throughout our lives. At St Francis’ we are aware that any member of the school community may, at some point, struggle with loss and/or bereavement. This may be of a family member / friend / routine / way of living etc.

Whole school training to be provided on loss and
bereavement from Durham County Council Educational Psychology Team.

 

Mrs Roche to develop expertise in how the support
team can support loss and bereavement alongside
learning in the classroom.

 

Miss Mason to formulate an action plan for whole
school wellbeing following a Trailblazer school
wellbeing audit. She will use the resources from
Trailblazer and the Durham County Council Emotional
Wellbeing Team to develop a package of wellbeing
that will be bespoke to the St Francis community.

 

School counsellor to provide therapeutic support for
children who are struggling with a loss / bereavement.

 

 

I

Maintaining and strengthening family relationships with school staff when we are very distanced from each other.

Parents feel confident in working with the school and
up to date with information about their children.

 

J

Reduced fitness and energy levels having a negative impact on children’s ability to learn.

Children have good fitness levels as this has been
found to positively correlate with academic achievement,
especially in girls.

https://www.bbc.co.uk/news/uk-scotland-24608813

Teaching priorities for current academic year

i.e. Professional development, recruitment and retention, support for early career teachers

 

Barrier

Action

Desired outcome

Evidence source

Cost

Baseline data

Person responsible

Impact/ evaluation (autumn, spring, summer)

A

Training from DCC Educational Psychology Service

Staff to develop a greater understanding of children’s’ mental health needs including loss and bereavement and confidence in a range of appropriate strategies that can be used to support pupils and colleagues.

 

Pupils feel well supported and cared for at school, this is shown in attendance and academic outcomes.

Anna Freud whole school approach to supporting loss and bereavement https://www.mentallyhealthysc
hools.org.uk/resources/a-w
hole-school-approach-to-sup
porting-loss-and-bereavement/?search
Term=bereavement+and+loss
+

  

Other funding sources

VAST assessments on pupil wellbeing.

 

School Baseline 28/9/2020

 

Attendance and attainment data for children suffering loss and bereavement.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Positive Futures Worker

 

 

SLT

 

 

December 2020

 

 

March 2021

 

 

July 2021

 

B

 

School will ensure that pupil have the skills and resources needed to complete home learning tasks in the event of a disruption to their education due to coronavirus.   

 

Staff are confident in providing Tier 1-3 home learning via SeeSaw, e-mail and workpacks.

 

The school home learning offer is linked to the school curriculum and provides opportunities for pupils unable to attend school to learn about relevant topics alongside their peers.

 

High quality video instruction is provided using Oak Academy, White Rose Maths and BBC Bitesize.

 

Pupils receive timely feedback on their learning via SeeSaw and this is a two way conversation.

 

 

Parents/carers are made aware of the SeeSaw and how tasks are set and feel confident with  home learning.

 

 

 

 

EEF homework

+2 months

 

EEF digital technology

+4 months

 

EEF support resources for schools and parents https://educationendowmentfoundation.or
g.uk/covid-19-resources/support-reso
urces-for-schools/

 

 

£2000

 

Digital resources and  photo-copying

home learning packs

 

School Baseline 28/9/2020

 

SeeSaw used as a learning platform, alongside.

 

Questionnaires September 2020 about parental preference to maximise engagement.

 

Laptops for pupils ordered as identified in Sept 2020 questionnaire.

 

3 tier home learning plan in operation and seamlessly providing home learning in a range of situations.

 

 

 

 

 

 

 

 

 

 

AHT

 

Class teachers and HLTA / TA

 

December 2020

 

 

March 2021

 

 

July 2021

 

C

Ensure that staff are healthy and fit for work.

 

Ensure that school policies and processes promote the health and wellbeing of the workforce.

 

EWEL Team will provide support and direction for the school on staff wellbeing.

Staff feel confident and supported in their working knowledge of being a covid safe school.

 

Staff are stakeholders in the risk assessments, critiquing and contributing to their ongoing development.

 

Staff have a ‘buddy’ to turn to if they need a debrief of a situation / experience in school.

 

Staff are resilient and are able to switch to home learning when the coronavirus rules and restrictions demand it.

 

They are resilient in the new processes and procedures and are finding teaching rewarding again.

Anna Freud Centre Supporting Staff Wellbeing

https://www.mentallyhealthysch
ools.org.uk/whole-school-approach/supporting-staff-wellbeing/
 

£500

Staff questionnaires

 

Staff absence rates

 

SLT weekly discussions.

 

EWEL Team

 

HT

 

SLT

 

PFW

December 2020

 

 

March 2021

 

 

July 2021

 

Targeted academic support

i.e. Structured interventions, small group tuition, 1:1 support

 

Barrier

Action

Desired outcome

Evidence source

Cost

Baseline data

Person responsible

Impact/ evaluation (autumn, spring, summer)

D

Pupils make accelerated progress in maths from their starting points at the September baseline.

 

A morning 40 min arithmetic session and a 40 min White Rose Maths session will be delivered daily.

 

An EEF Academic Mentor has been applied for to address the gaps in learning in maths, especially in Y3 and for more able pupils across the school.

Progress is accelerated termly to ensure pupils are able to access age appropriate learning materials in maths.

 

Small group tuition from an Academic Mentor and Tuition Partners will address gaps in learning, secure children with key concepts and allow them to solve problem solving and reasoning questions appropriate for their year group..

EEF improving maths research” Ensure that pupils

develop fluent

recall of facts

• Teach pupils

to understand

procedures

• Teach pupils

to consciously

choose between

mathematical

Strategies"

 

EEF One to One Tuition

+5 months

 

EEF Small Group tuition

+4 months

 

 

 

 

 

 

 

 

 

 

 

 

 

 

£3,000

KS1 data
Y4-6

 

Non-verbal reasoning score

 

28/2/2020 baseline data for all year groups

Mrs Pickett (Maths Lead)

 

SLT

 

Teachers

Support Team

 

EEF Academic Mentor

 

EEF Tuition Partners

December 2020

 

 

March 2021

 

 

July 2021

 

E

Children will be taught spelling rules and will make accelerated progress, from their baseline assessments at the end of September 2020.

 

Y3 will have a 40min session daily, initially will focus on phonics and spelling rules to address the deficit of skills found in the baseline Y2 2019 SAT assessment.

 

Y4-6 will complete a 40 min session daily learning and manipulating spelling rules then applying them in writing.

 

 

Progress is accelerated termly to ensure pupils are able to access age appropriate learning materials in SPAG.

 

Small group tuition from an Academic Mentor and Tuition Partners will address gaps in learning, secure children with key concepts and address gaps in phonics and spelling in Y3 and deeper learning for more able pupils in Y5 and Y6.

EEF Phonics research  + 4 months

 

EEF improving literacy at KS2 “Spelling should be

explicitly taught and

diagnostic assessment

should be used to

focus effort on the

spellings that pupils

are finding difficult.”

 

 

£3,000

KS1 data
Y4-6

 

Phonics assessment data Y1

 

Non-verbal reasoning score

 

28/2/2020 baseline data for all year groups

 

Assessment week data

Miss Cail (English Lead)

 

SLT

 

Teachers

Support Team

 

EEF Academic Mentor

 

EEF Tuition Partners

December 2020

 

 

March 2021

 

 

July 2021

 

F

Positive Futures Worker will ensure that families are supported, when children are identified as coming to school unable to learn.

 

Support will be provided to families through Trailblazer, CAMHS, food banks  and other relevant community and voluntary organisations

All families are supported to ensure they can ensure their child comes to school ready to learn and can assist their child in home learning if they can’t attend school.  

EEF working with parent to support pupils learning.

Trailblazer / CAMHS  NHS funded

 

A range of funding sources as needed.

VAST assessment

 

Baseline assessments 28/9/2020

 

Termly assessments

 

Formative assessments in class.

Teachers

Support Team

 

PFW

December 2020

 

 

March 2021

 

 

July 2021

 

Wider strategies

i.e. Behaviour approaches, recommendations made in “Safe, Happy, Settled”.

 

Barrier

Action

Desired outcome

Evidence source

Cost

Baseline data

Person responsible

Impact/ evaluation (autumn, spring, summer)

 

G

 

Class Dojo videos, Carol Dweck, Kid President are some of the resources we will use to develop a growth mind-set in our St Francis’ Family.

 

Anxiety based low self-esteem will be supported through our Mental Health Support Worker, provided by Trailblazer.

 

Feedback provided to learners to ensure they understand what they are doing well and how they can improve. This will be in the form of teacher, self and peer assessment.

 

 

 

 

 

 

 

 

 

 

 

 

 

All pupils are able to develop their growth mindset and resilience when learning during lessons, in their social interactions and development of their own self -worth.

 

EEF Metacognition and self regulation +8 months

 

 

 

EEF Behaviour interventions +3 months

 

 

 

 

EEF Feedback

+8 months

 

£500 resources

 

 

 

 

 

 

 

 

 

 

 

VAST assessments

 

 

Trailblazer reports from intervention.

 

 

Behaviour incident analysis.

 

 

PFW


All staff

 

 

 

 

 

 

 

 

 

December 2020

 

 

March 2021

 

 

July 2021

 

H

Reduced capacity to learn through loss and bereavement.

 

Loss and bereavement can affect any of us throughout our lives. At St Francis’ we are aware that any member of the school community may, at some point, struggle with loss and/or bereavement. This may be of a family member / friend / routine / way of living etc.

Whole school training to be provided on loss and bereavement from Durham County Council Educational Psychology Team.

 

Mrs Roche to develop expertise in how the support team can support loss and bereavement alongside learning in the classroom.

 

Miss Mason to formulate an action plan for whole school wellbeing following a Trailblazer school wellbeing audit. She will use the resources from Trailblazer and the Durham County Council Emotional Wellbeing Team to develop a package of wellbeing that will be bespoke to the St Francis community.

 

School counsellor to provide therapeutic support for children who are struggling with a loss / bereavement.

 

 

 

 

 

 

Anna Freud Centre materials

 

EEF Social and Emotional Learning

+4 months

£4,000 counselling

 

SLA

 

NHS funding

Baseline assessments 28/9/2020 and termly assessments

 

Formative assessments.

PFW

 

Teachers

Support Team

December 2020

 

 

March 2021

 

 

July 2021

 

I

COVID Risk Assessments prevent parents from visiting school and the normal community events from taking place.

 

SLT to be present on perimeter gates as children come into school and leave school.

 

Parent Council to resume, supported by technology.

 

Parents to agree SEN support plans with teaching staff / SENCO via telephone conversations.

 

Communication with parents to be effective and two way. E-mail to be developed as a main medium for communication of school letters / celebration photos.

 

Celebrations of awards and achievements to take place via e-mail. E.g. photo of child and award to be e-mailed to parents.

 

Wifi infrastructure to be strengthened to allow for TEAMS meetings with parents.

 

Pupil progress meetings to be redeveloped in line with covid restrictions.

 

Parents feel confident in working with the school and up to date with information about their children.

Parent surveys

 

Parent council feedback

 

EEF Parental engagement

+3 months

 

 

£wifi discs from computing budget

 

SLT

 

PFW

 

Administration Team

December 2020

 

 

March 2021

 

 

July 2021

 

J

Provision for outdoor pursuits in order to boost pupil's fitness.

 

Outdoor adventure learning used to boost fitness levels and contain a high level of fitness and emotional challenge e.g. survival skills

Children have good fitness levels and this impacts positively on their ability to learn. v

EEF Outdoor adventure learning

+4 months

 

PHE report https://assets.publishing.
service.gov.uk/government/uploads
/system/uploads/attachment_data
/file/370686/HT_briefing_layoutv
FINALvii.pdf

£ from sports premium

 

Lunchtime provision

 

Sports Coordinator

December 2020

 

 

March 2021

 

 

July 2021

 

Additional Funding Supporting Provision

Some pupils receiving support through the catch up premium are also receiving support through Pupil Premium as follows:

Y3 57% pupils

Y4  53% pupils

Y5  72% pupils

Y6  63% pupils

 

Through the Government laptops scheme for pupils that cannot attend school: https://www.gov.uk/guidance/get-laptops-and-tablets-for-children-who-cannot-attend-school-due-to-coronavirus-covid-19, 19% are eligible for support. We received 16 Windows tablet computers with keyboards by 16/11/2020.

 

Addition funding is provided for 2% of pupils for support with special educational needs and 1% of children from Service families. 

Search
Translate
Top