The government announced £1 billion of funding to support children and young people to catch up lost time after school closure. This is especially important for the most vulnerable and disadvantaged backgrounds.

 

Catch – up premium is funded on a per pupil basis at £80.00 per pupil based on the October 2020 Census from Reception to Year 6.  Based on this Roe Farm Primary School will be in receipt of £33,920.

 

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.

 

Context:

• Our proportion of disadvantaged pupils across the school is higher than that of National at 33%

• It was agreed when children returned to school in September all children would return and there would be no staggered start.  In order to re – engage the children and their love of reading the first week would be a focus on a chosen author.  The whole curriculum will centre on a quality text which will be used to inspire and motivate pupils as they settle back into their routines.  This low-stakes approach will allow pupils to ease back into learning without the pressures and pace that comes with a more traditional approach. 

• It was agreed the introduction Jigsaw would help pupils to understand that the feelings they were/are having as a result of the ongoing situation are normal and that talking about them is the first step to dealing with them.

• The focus of the curriculum would be around the 5 levers to support re – engagements in learning.

• It was agreed as a staff that testing would play an important part in determining where each pupil is at in their learning and show gaps in knowledge and understanding that will need addressing prior to building on earlier foundations.  A standardised test (Oxford National Curriculum Tests) was identified to provide a baseline for future assessments.

• Staff would the look at interventions required across all core areas to provide targeted support and intervention.