Catch-Up Premium Funding Outline

Covid 19 Catch-Up Premium and Curriculum Expectations 2020/21

The DfE has allocated £650 million to be spent on ensuring all pupils have the chance to catch up and supporting schools to enable them to do so. Whilst headteachers will decide how the money is spent, the Education Endowment Foundation has published guidance on effective interventions to support schools. For pupils with complex needs, schools should spend this funding on catch-up support to address their individual needs. There is also an allocation of £350 million for a National Tutoring Programme, intended to deliver proven and successful tuition to the most disadvantaged and vulnerable young people.

The DfE has also set out the following Curriculum Expectations, to ensure that all pupils – particularly disadvantaged, SEND and vulnerable pupils – are given the catch-up support needed to make substantial progress by the end of the academic year.

Education is not optional

All pupils receive a high-quality education that promotes their development and prepares them for the opportunities, responsibilities and experiences of later life.

The curriculum remains broad and ambitious

All pupils continue to be taught a wide range of subjects, maintaining their choices for further study and employment.

Remote education

The DfE asks that schools meet the following key expectations:

  1. Teach an ambitious and broad curriculum in all subjects from the start of the autumn term, but make use of existing flexibilities to create time to cover the most important missed content…In particular, schools may consider how all subjects can contribute to the filling of gaps in core knowledge, for example through an emphasis on reading.
  2. Aim to return to the school’s normal curriculum in all subjects by summer term 2021.
  3. Plan on the basis of the educational needs of pupils. Curriculum planning should be informed by an assessment of pupils’ starting points and addressing the gaps in their knowledge and skills.
  4. Develop remote education so that it is integrated into school curriculum planning.

Schools should set out how they will allocate the additional funding to support curriculum recovery this academic year.

The EEF guidance suggests a 3-tiered* approach:

1 Teaching

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

2 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)

3 Wider strategies

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


Ofsted will conduct interim visits to schools between 28 September and December 2020 and will discuss with school leaders how they are ensuring that pupils resume learning the school’s curriculum, including contingency planning for the use of remote education and the use of catch-up funding.



AcademyFishtoft AcademyAllocated funding (Catch-Up)46 x £80 = £3,680
Number on roll (total)46Allocated funding (National Tutoring Programme)Not yet known


Issues identified from September 2020 as barriers to learning (e.g. curriculum gaps / literacy / attendance / wellbeing)
B1:Literacy skills
B2:Gaps in curriculum as identified by Subject Leads (Parts of the curriculum not delivered due to enforced closure)
B3:Readying the school for further remote learning periods (E.g. Partial / full closure or second ‘lockdown’ period)
B4:Ensuring all pupils can access online learning at home (Have a suitable device to provide access to the Academy’s online learning platform)
B5:Gaps in knowledge that have appeared between March and July 2020 (as identified through baseline assessment in Autumn Term 1)
B6:Ensuring our most vulnerable pupils (SEND/PP) pupils are making social, emotional and academic progress following the lockdown period
B7:Understanding T&L strategies within the ‘new normal’ way of teaching (Blended learning; Engaging Learning experiences to aid retention/recall)
B8:Maintaining a high attendance % for all pupils in order to ensure no further time is lost (Inc. remote attendance to ensure curric. continuity)
B9:Wellbeing: Pupils adjusting to the new school routines and structures
B10:Wellbeing: Concerns around anxiety and safeguarding issues following the lockdown period
B11:Ensuring parental engagement levels are maintained during the ‘virtual meeting’ era


Year Group(s)Identified IssueChosen action/approachDesired OutcomeEvidence Base / Rationale for ChoiceStaff LeadCost
Y2-Y6B2, B5NGRT Tests & Supported Results Analysis


These tests will enable us to rapidly identify gaps in knowledge that have developed during lockdown in order to inform planning.


Teachers have a detailed picture of each child’s strengths and weakness in relation to reading domains and are therefore able to closely tailor next steps.


Early identification and intervention will ensure that appropriate strategies can be implemented to accelerate progress and reduce differences.


“Accurate analysis of data to ensure strategies are appropriately targeted is an effective means of accelerating progress.” – NFER research, 2018K Grooby£5.75 x 33 = £189.75
Y3-Y6B2, B5PTM Tests & Supported results analysis


These tests will enable us to rapidly identify gaps in knowledge that have developed during lockdown in order to inform planning.

Teachers have a detailed picture of each child’s strengths and weakness in relation to maths and are therefore able to closely tailor next steps.


Early identification and intervention will ensure that appropriate strategies can be implemented to accelerate progress and reduce differences.

“Accurate analysis of data to ensure strategies are appropriately targeted is an effective means of accelerating progress.” – NFER research, 2018K Harrison£5.10 x 25 = £127.50
AllB2, B5Academy curriculum Lead to have dedicated time to work with Trust Curriculum lead to identify and collate overview charts of the core skills and knowledge in non-core subject areas that are essential to being ‘progression ready’ ( I.E. To being able to successfully access learning and make connections moving forwards) that their pupils have either not had access to or might not have accessed due to enforced COVID-related school closure.Class Teachers have a clear view of knowledge and skills gaps and are therefore able to plan to address these moving forwards.“Working on lead measures (formative assessment) is the best way to make incremental gains in student learning.  Summative measures are often too late to work on. “ –

‘What works when it comes to assessment?’, Principles Principal, 2018.

J Bland & J LaceyNil – Time Allocation.
AllB2, B5Developing AFL practice, resulting in continually refining practice to ensure learning gaps are closed in the most effective and timely manner. (CPD)To enhance and improve the quality of student learning through feedback that is clear, informative, timely, constructive and relevant to the needs of the student.“Quality first teaching remains the single most effective strategy for closing learning gaps. A focus on curriculum sequencing and assessment for learning will help leaders target specific subject domain knowledge students are not yet secure in. A cycle of plan – do – review will also support leaders’ understanding of effective catch up in the classroom.”

EEF Research, 2019.

J Bland & CETNil – Time Allocation.
EYFS-Y3B1, B3, B5, B6Ruth Miskin Blended Training Portal (1yr)Staff have instant access to training in relation phonics; including both whole class and intervention teaching.  This supports QFT for all.

Staff have access to a virtual Classroom: (240 YouTube Speed Sounds lessons), which can be sent out to parents/carers to reinforce learning at school and support the continuation of learning in the case of self-isolation or part/whole school closure.

“Ruth Miskin trials in IDACI 4 & 5 schools have achieved high levels of success through this model.” – Ruth Miskin Press Release, July 2018

“First and foremost, we found that professional development makes a significant difference to student attainment.” – Education Policy Institute and Ambition Institute joint report on the impact of professional development on teachers and students, Feb 2020


K Grooby£550.00
Y2-3B7Talk for Writing Training for Literacy Lead

(EYFS/Y1 Teacher already rtained)

Staff are effectively trained to use the ‘Talk for Writing’ approach in their everyday practice.  This approach enables children to read and write independently for a variety of audiences and purposes within different subjects. A key feature is that children internalise the language structures needed to write through ‘talking the text’, as well as close reading. The approach then moves from dependence towards independence, with the teacher using shared and guided teaching to develop the ability in children to write creatively and powerfully.“The data shows that Talk for Writing schools, despite often serving more challenging areas, attain at a significantly higher standard than the national average.” –

Institute of Education Research, 2015

K Grooby£50.00
AllB3, B4, B81 yr of leasing costs for a bank of 32 tablets to ensure all students have access to a device at home and at school.More students have access to computers during their lessons – (Use for TT Rockstars, Numbots, Star Reader, Lexia, LBQ & ReadOnMyOn)


All students will have access to online learning resources at home for periods of self-isolation, or local lockdown events.

 ‘Ensuring access to technology is key, particularly for disadvantaged pupils” –

Guide to Supporting School Planning: a Approach to 2020-21, EEF.

J Bland£1133.00
Y3-6B2, B3, B6, B7LBQ Licensing (2 users)LQB enables a detailed assessment of each child to be formed rapidly.

In-built responsive software gives pupils instant feedback and guided practice opportunities to help overcome misconceptions.


Real-time results matrix supports immediate targeted teaching where needed.

“LBQ meets the 3 EEF ‘Must Have’s’:

1) Teaching and whole school strategies including:

  • Comprehensive core curriculum coverage
  • Targeted feedback
  • Automatic marking
  • Formative assessment

2) Targeted support:

  • Identify pupils and groups who need help
  • Intervene during lessons
  • Plan for best learning outcomes
  • Direct tutoring

3) Wider strategies:

·         Connecting and monitoring pupils at home”. –

Education Endowment Foundation, 2020

K Harrison£350.00
AllB3, B4, B7, B8Training of all staff on TEAMs to deliver live and pre-recorded lessons.Staff well equipped to engage pupils with online learning during any isolation or partial lockdown in order to ensure continuity in the curriculum and minimal interruptions to progress.


“The concept of traditional education has changed radically within the last few months.  Being physically present in a classroom isn’t the only learning option anymore.  Nowadays, you have access to a quality education whenever and wherever you want, as long as you have access to a computer. We are now entering a new era — the revolution of online education.” –

‘5 Reasons why online learning is the future of Education’, Class Gap Reearch, 2019

J BlandNil – Time allocation
= £2400.25



Year Group(s)Identified IssueChosen action/approachDesired OutcomeEvidence Base / Rationale for ChoiceStaff LeadCost
Y1-6B1, B5, B6Access the National Tutoring Program to ensure additional targeted support is put in place for those pupils who are in ‘at risk groups’ (SEN / PP)

(Wave 3)

Increased percentages of pupils who are displaying age-appropriate skills for Literacy and Maths; accelerated pupil progress rates in the above areas of learning.“The National Tutoring Programme (NTP) aims to support teachers and schools in providing a sustained response to the coronavirus pandemic and to provide a longer-term contribution to closing the attainment gap.” – DfE guidance

(Tutors will be working with the EEF).

J BlandAdditional to catch up budget (Budget Allocation for this pending).
EYFS-Y3B1, B5, B6Read Write Inc additional small group or 1:1 Intervention for Identified Pupils who are working below ARE for phonics.

(Wave 2/3)

Increased percentages of pupils who are displaying age-appropriate phonological skills; ; accelerated pupil progress rates for phonics.“Ruth Miskin trials in IDACI 4 & 5 schools have achieved high levels of success through this model .” – Ruth Miskin Press Release, July 2018


K GroobyNil – Out of Academy staffing allocation.
Y1-6B5, B6Additional small Group Tuition for Numeracy based on a ‘rapid response’ approach, matched to the content being delivered in class;

(Same day) intervention or pre-teaching introduced to ensure that children are able to access the curriculum during lessons.

(Wave 2)

Increased percentages of pupils who are displaying age-appropriate core number skills; ; accelerated pupil progress rates in maths.“Remediation is often a terrible way to help kids catch up. Pre-teaching is more effective and more fun … For the same 20-minutes investment of time, we can change the way a child sees himself (sic) as a reader, thinker, or mathematician.” – Minkel, 2015, p4.K HarrisonNil – Out of Academy staffing allocation.
Y3-6B1, B3, B5, B6Lexia Core 5 intervention:


Lexia® Core5® Reading provides differentiated, personalised  instruction for pupils of all abilities in the five areas of reading instruction: phonological awareness, phonics, structural awareness, automaticity, fluency, vocabulary and comprehension

(Wave 2)

Increased percentages of pupils who are displaying age-appropriate core Literacy skills (Vocabulary, phonological awareness and reading); ; accelerated pupil progress rates in the above areas of learning.‘Lexia delivers considerable ratio gains’ –

‘What works for children and young people with literacy difficulties?’ The effectiveness of intervention schemes Fifth Edition, Greg Brooks, Professor of Education: University of Sheffield.


“Lexia is a promising program to investigate” (Full EEF review to be published Autumn 2020) –

Education Endowment Foundation & Lexia Study (2018-2019).

K Grooby£983.00




Year Group(s)Identified IssueChosen action/approachDesired OutcomeEvidence Base / Rationale for ChoiceStaff LeadCost
AllB9. B10Place2Be training for all staff (Mental Health for Children)

(Wave 1)


Increased staff awareness of the importance of mental health as a pre-requisite for learning.·         Place2Be are the country’s leading providers of mental health support for children in schools with an extensive evidence base.


J BlandNil – Charitable status.
AllB8, B10All children are provided with a term of nurture-based Mindfulness Sessions to help them recover, reflect and be-themselves, including allowing them time to re-build relationships and re-establish trust both within their own class and across the Academy.


These sessions will provide children with a range of wellbeing strategies in order to give them positive ways to cope with ‘the new normal’.


These will also focus on reigniting / developing core learning/life skills, including Self-confidence, resilience and collaboration.

As a result of access to a high-quality pastoral curriculum that complements PSHE, increasing numbers of children are demonstrating good learning behaviours and are able to talk about and use a range of strategies to support their mental health and wellbeing.“It would seem there was a significant increase in wellbeing among students who received the mindfulness intervention, but of most significance is the fact that those who practiced it more regularly reported a greater increase in benefit overall.”  – Delivery of Mindfulness in Schools, Cambridge Wellbeing Institute, 2010


N Fekula£5 x 46 = £230
AllB9, B10Targeted Social and Emotional support programme (Lego Therapy, delivered by a member of the Extended Services Team (Child Mental Health & Mindfulness Trained)

(Wave 2)

Pupils will build core social & communication skills, which are especially important when many have been isolated form the school community for a considerable period of time.  This in turn will have an overall impact on well-being which is a pre-requisite for learning.“Significant gains in social skills, behaviour, and coping. Reduction in anxiety.” – Nguyen Clinical Trials, 2017


M King (EST)Nil – From staffing Allocation
AllB11A new system in place for parents evenings in 2020/21 to ensure regular dialect between home and school regarding academic performance is maintained despite COVID restrictions.Communication between school and parents/carers regarding academic performance is maintained.“A respectful and trusty partnership between parents and teachers in schools is essential not only for pupil progress but also for the well-being of the whole organization” –

‘The Role of Communication’, Frontiers in Psychology, Nov. 2019

J BlandNil
AllB11Virtual ‘Master Classes’ for parents/carers held in order that they are better-positioned to support their child’s learning at Home.TEAMs based virtual workshop programme in place for all year groups, centred around supporting core literacy and maths skills.“The majority of parents perceived benefits to children and the family as a whole, with 92% of parents able to name a way in which learning as a family is beneficial to their children and 93% naming benefits for the family as a whole.” –

‘Learning in Families’, Future Lab, 2019.

K Harrison & K Grooby (Maths & Lit. Leads).Nil – Time allocation
Y1-Y6B11, B3SeeSaw app used in order that there is a learning ‘loop’ between students, teachers and their parents/carers in the case of closure and when schools are in full operation (Homework use).Students are able to use the built-in annotation tools to capture what they know in Seesaw’s digital portfolio.  Teachers then gain insights into
student thinking and progress, even when working remotely.  Families also gain a window into their child’s learning and are more engaged with school happenings.
“Given the importance of children’s families and out-of-school lives for their success within school, embedding home-school relationships as part of a whole-school strategy with strong leadership from senior staff, is likely to see positive results for children’s learning and achievement within school.” –

‘Developing the Home-School relationship using digital technologies’, FutureLab, 2019.

K HarrisonNil – Free App
AllB8Home Learning Awards issued to those who complete work set when learning remotely.Children are motivated to continue to learn when working remotely, leading to greater attendance.“Maintaining a high % of attendance for all students (including virtual attendance) is a priority in order to ensure no further time is lost.” –

Catch Up Curriculum Guidance, DfE.

J Bland£59.75 (Medals)


Summary Catch-up Grant allocation
Teaching and whole school£2350.25