| | | Sandringham Primary School | | | Catch-Up Funding allocation | | Academic year or years covered by statement | | | | | |
Strategy aims for use of catch-up premium | | | | 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. | | 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. | | 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. | | Targeted Academic Support | 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%. | | Effective deployment of TAs
| Analysis of triangulated monitoring information indicates that all teachers deploy teaching assistants effectively. | | | 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.
| | | Emotional support for pupils
| Analysis of Thrive screenings indicates that pupils in all year groups have received appropriate wellbeing support based on diagnostic assessment.
| | Supporting parents and carers
| Analysis of home learning audits indicate that there is good parental engagement.
| | 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.
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Teaching priorities for current academic year | | | 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. | | Train staff in the use of selected remote learning platform to deliver home learning. Develop guidance and provide support to parents/carers and pupils. | | 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 | | | £34,000 Teacher (Catch-Up Premium + main budget) £2,995 Maths Mastery (from Budget) |
Targeted academic support for current academic year | | | 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. | | Retrain staff on EEF guidance and develop its application in classes. | | 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 | | £1,995 NASENCO (from main budget) National Tutoring Programme |
Wider strategies for current academic year | | | 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. | | 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. | | 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 | | £1,230 Boromi £228 Tapestry £2,746 Seesaw (from main budget) |
Mitigating Implementation Risks | | | | 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 | | Limited impact and capacity of TA-led interventions | Training for TAs on a smaller number of interventions Adopt whole-class same day interventions Training and feedback on provision within quality-first teaching
| | 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 Identify multiplatform resources Provide training and support for parents/carers |
| | | | Considered formally by Full LGB | | | | | | | | Phase & Inclusion Leaders | | | | | | | |
| Targeted Academic Support | Targeted Wider Strategies | Consideration for Tutoring | | | | | | | | | | NELI – planned intervention | | | | | | | | | | | | | | | | | | | | | Bespoke English curriculum | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
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