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Catch-up Premium

School overview 

Metric 

Data 

School name 

Sandringham Primary School 

Pupils in school 

411 

Catch-Up Funding allocation  

£32,880 

Academic year or years covered by statement 

2020-2021 

Publish date 

September 2020 

Review date 

April 2021 



Strategy aims for use of catch-up premium 

Focus 

Target 

Target date  

Quality First Teaching 

  1. Re-engaging pupils with learning 

Visits to classes and discussions with pupils indicate that pupils are settled into new routines.  

Observations show that there is good pupil engagement in lessons. 

Dec 20 

  1. Integrating remote learning within curriculum provision 

Analysis of the home learning audits shows that pupils in bubbles which have needed to self-isolate have been provided with daily teaching in line with the school’s requirements. 

Apr 21 

  1. Identifying and recovering lost learning 

Analysis of triangulated evidence indicates that Years 1 to 5 cohorts achieve at least in line with 2019-20 Term 2 attainment.  

Analysis of triangulated evidence indicates that Year 6 exceed 2019-20 Term 2 attainment. 

Jul 21 

Targeted Academic Support 

  1. Curriculum adaptation & intervention 

Evaluation of provision maps indicate that there are clear catch-up plans for all pupils who are off-track in all year groups, so that by the end of the year: 

 - Individuals have made sufficient progress to recover their learning 

 - Reception: all non-SEN children are on track to attain the phonics screen check in Year 1.  

 - Year 1: 90% of pupils have passed the phonics screen check. 

 - End of KS1: 95% of pupils have passed the phonics screen check.  

 - End of KS2: reading attainment has improved at EXS+ from 63% to 70% and at GDS from 26% to 30%. 


Nov 20 

 Jul 21 

  1. Effective deployment of TAs 

Analysis of triangulated monitoring information indicates that all teachers deploy teaching assistants effectively.  

Apr 21 

 

  1. Provision for SEND 

Analysis of planned monitoring indicates that all teachers use a range of scaffolds effectively.  

Analysis of work and assessments indicates that provision for SEND is consistently good or better across the curriculum.  

Lesson visits and work scrutiny indicate that all staff are using precision teaching effectively. 


Apr 21 

Jul 21 

Jul 21 

Wider Strategies 

  1. Emotional support for pupils  

Analysis of Thrive screenings indicates that pupils in all year groups have received appropriate wellbeing support based on diagnostic assessment. 



Dec 20 

  1. Supporting parents and carers 

Analysis of home learning audits indicate that there is good parental engagement. 



Apr 21 

  1. Improving access to technology 

Analysis of the home learning audits shows that pupils in all year groups are able to access and regularly use the learning platform for home learning. 



Apr 21 



Teaching priorities for current academic year 

Priority 

Action/Strategy 

Priority 1 

Review and relaunch learning behaviours. 

Review timetables to provide time for creativity, breadth and balance.  

Train staff on ‘learning to learn’ approaches, and active learning/teaching styles.  

Priority 2 

Train staff in the use of selected remote learning platform to deliver home learning.  

Develop guidance and provide support to parents/carers and pupils.  

Priority 3 

Create and train staff on recovery curriculum road maps for English, maths, SEND, personal development and wellbeing, and wider curriculum. 

Strengthen their use of diagnostic assessment to inform planning and provision. 

Appoint additional staff to reduce class sizes for Year 6. 

Barriers to learning these priorities address 

Readiness to learn  

Absence from school 

Projected spending  

£34,000 Teacher (Catch-Up Premium + main budget) 

£2,995 Maths Mastery (from Budget) 



Targeted academic support for current academic year 

Priority 

Action/Strategy 

Priority 1 

Adapt PPA time so teachers provide initial daily assessment, plan next day’s next steps and provide same-day intervention where needed.  

Using evidence-based interventions to address gaps identified from diagnostics. 

Access National Tutoring Programme. 

Priority 2 

Retrain staff on EEF guidance and develop its application in classes. 

Priority 3 

SENCO to complete National Award. 

Improve the early identification of additional needs in Nursery. 

Use scaffolds more effectively within quality-first teaching. 

Improve teachers’ use of SEN Support Plans. 

Develop the use of Precision Teaching. 

Barriers to learning these priorities address 

Gaps in learning from COVID-19 school closure 

Providing catch-up and keep up interventions 

SEND 

Projected spending  

£1,995 NASENCO (from main budget)  

National Tutoring Programme 



Wider strategies for current academic year 

Priority 

Action/Strategy 

Priority 1 

Train staff on trauma informed approaches and support materials.  

Bespoke transition plans and support for pupils during the summer closure where needed.  

Implement Class Thrive, Jigsaw recovery package and Rainbows activities.  

Allocate additional time for targeted and responsive pastoral support during Term 1a. 

Priority 2 

Support and guidance for parents/carers on the use of remote learning and reading at home 

Implement a range of strategies to secure parental engagement in the early years. 

Priority 3 

Embed the use of multiplatform resources within home learning. 

Source free/low cost devices for disadvantaged families with insufficient access. 

Barriers to learning these priorities address 

Reduced social, emotional and mental health 

Impact of school closure on readiness to learn 

Lack of parental support for home learning 

Inequality of access to technology 

Projected spending  

£1,230 Boromi £228 Tapestry  £2,746 Seesaw (from main budget) 



Mitigating Implementation Risks 

Aim 

Risk 

Mitigating action 

Teaching 

Children are not ready to learn due to time away from school 

Lost learning due to COVID-19 

Different starting points of all children 

Lower attainment for Year 6 cohort with little time to get back on track 

Further absences from school due to bubble and individual absences 

Inconsistent provision for SEND 

Revised recovery curriculum in place 

Training for all teachers in diagnostic assessment 

Use of evidence-based teaching strategies with refresher training for teachers 

Training on the use of remote learning platform 

Training for leaders and staff on effective SEND provision 

Targeted support 

Limited impact and capacity of TA-led interventions 

Training for TAs on a smaller number of interventions 

Adopt whole-class same day interventions 

Training for SENCO  

Training and feedback on provision within quality-first teaching 


Wider strategies 

Impact on social, emotional and mental health 

Lack of access to devices 

Lack of access to unlimited WIFI  

Parental knowledge of how to support home learning 


Training, additional capacity and adapted curriculum with focus on SEMH 

Source hardware 

Identify multiplatform resources 

Provide training and support for parents/carers 

 


Monitoring  

Aim 

Target 

Monitored by  

Reports to HT by 

Considered formally by Full LGB 

Teaching 

1 

2 

3 

Phase Leaders 

Curriculum leader 

Phase Leaders  

Dec 20 

Apr 21 

Jul 21 

Feb 21 

May 21 

Sep 21 

Targeted support 

1a 

1b 

2  

3a  

3b/c 

Phase Leaders 

Phase Leaders 

Phase & Inclusion Leaders 

Inclusion Leader  

Inclusion Leader 

Nov 20, Jan 21, Apr 21 

Dec 20, Apr 21, Jul 21 

Apr 21  

Jul 21  

Jul 21 

Nov 20, Feb 21, May 21 

Feb 21, May 21, Sep 21 

May 21  

Sep 21  

Sep 21 

Wider strategies 

1 

2 

3 

Inclusion Leader 

Curriculum leader 

Curriculum leader 

Dec 20 

Apr 21 

Apr 21 

Feb 21 

May 21 

May 21 

 

 

Targeted Support 

Year Group 

Targeted Academic Support 

Targeted Wider Strategies 

Consideration for Tutoring 

 

No. 

Type 

No. 

Type 

All 

PP 

Early Years 

10 

NELI – planned intervention 

28 

PSA 

10 

6 

Year 1 

19 

Planned interventions 

Precision teaching 

4 

PSA/Learning Mentor 

CAMHS 

Bespoke remote learning 

13 

3 

Year 2 

25 

Planned interventions 

Precision teaching 

5 

PSA/Learning mentor  

Bespoke remote learning  

14 

5 

Year 3 

20 

Bespoke English curriculum 

Planned interventions 

 

5 

PSA/Learning mentor  

Bespoke remote learning  

18 

1 

Year 4 

17 

Planned interventions 

Precision teaching 

3 

PSA/Learning mentor 

Bespoke remote learning 

5 

3 

Year 5 

9 

Planned interventions 

 

4 

PSA/Learning mentor 

Bespoke remote learning 

7 

2 

Year 6 

59 

Reduced class sizes 

Same-day interventions 

Planned interventions 

15 

PSA/Learning mentor 

CAMHS 

Bespoke remote learning 

 

21 

9 

All 

159 

 

64 

 

88 

29