Universal recovery Approx 70%
Focused recovery Approx 20%
Deep recovery Approx 10%
COVID catch-up premium report
COVID catch-up premium spending: summary
Total number of pupils:
Amount of catch-up premium received per pupil:
Total catch-up premium budget:
In June, a £1 billion fund for education was announced by the government. The catch-up premium is funded on a per pupil basis at £80 per pupil. The spending of this money will be down to schools to allocate as they see best. Evidence-based approaches to catch up for all pupils published by from the Education Endowment Foundation has been used to help guide the decisions on how to make the best use of this funding
At Axe Valley Academy the catch up priorities include;
1. securing attainment outcomes for 2020-2021 at least in line with 2019-2020
2. ensuring that students have access to high quality remote learning opportunities
3. identifying and supporting mental health needs.
Our core approaches, detailed in this document, include a strategic literacy plan, a whole school reading scheme, an enhanced PSHE curriculum centered on mental health ‘I’ and self, a strategic extended school day curriculum offer, a tight remote learning policy that supports high quality blended learning, a strategic curriculum development plan and specifically identified internal and external teaching and tutoring and additional support for learners with SEND (SEMH focus).
opportunities for identifying and narrowing gaps in learning. The catch up priorities and core approaches are underpinned by the whole school improvement priority of narrowing the gap between disadvantaged students and their peers and using a tiered approach.
Barriers to learning
Barriers to future attainment
Low literacy levels specifically reading age and technical accuracy
Gaps in knowledge and truncated curriculum delivery
Limited resilience in learning behaviours and lack of stamina in returning to a full school day including mental health concerns
Limited or no engagement in home learning
In addition to the general barriers grouped above all disadvantaged students are having an individual preliminary survey and an in depth one-to-one meeting to explore their personal barriers and identify how we can remove these. These will be recorded through a personalized pen portrait available to staff and added to their Learning Passport where appropriate.
Planned expenditure for current academic year – a tiered approach
Quality of teaching for all
Implement termly curriculum cycle to ensure appropriate assessment and identification of gaps.
In year data capture
Half termly and SUMIT
Subject specific CPD focus to include teaching pedagogy and expert teaching.
Frequent low-stakes quizzing to ensure all students, and in particular disadvantaged students, experience success and celebrate the acquisition of knowledge.
Routine retrieval practice as part of regular lesson planning
Knowledge-rich curriculum focus.
A peer-coaching model to embed research-based teaching strategies.
CPD evaluations and QA process including low threat lesson drop ins, subject reviews and incremental coaching
Monthly SLT focus
Deliberately reduce workload to enable high-quality responsive teaching.
Staff wellbeing survey
Whole-school and whole-class reading approaches including fictional and non-fictional anthologies read by all tutors and disciplinary literature to focus on metacognitive reading approaches.
Reading ages, library usage, reading for pleasure surveys
Logical and well-sequenced QA plan to support and sustain high quality teaching including curriculum review days, cascade coaching, regular lesson drop ins and external QA.
Curriculum based appraisal target for all for quality planning and delivery of an aspirational curriculum.
Mid year review and annual
Total budgeted cost:
Library additional hours and new system and librarian to ensure access to high quality and appropriate reading material.
Literacy programmes specifically for students with weak literacy for use as a Learning Support intervention.
Additional Academic Intervention supervised rooms for targeted students every period each day.
Teacher-led targeted small group teaching for individual groups in Years 7 and 8
Literacy programme assessment data
Progress data at data capture
External tutoring through the National Tutoring Programme
Internal tutoring through additional staff hours specifically in English, Music and Maths.
Additional specialist GCSE practical support in Food Technology, Art, Music and Product Design.
Evaluations and progress data
Data capture and SUMIT points
Supported Homework intervention club after school with access to computers, textbooks and adults.
Missed homework SIMS negative points
Period 6 curriculum for all of Year 11 with classroom teachers every Monday to Thursday.
Attendance. Progress data.
Total budgeted cost:
Additional PASCo appointed with specialism in SEND (SEMH) based in Learning Support.
Redesigned Learning Passports with increased external agency provision where appropriate.
Attendance and lesson attendance figures. SEND termly review feedback.
Engagement in Timpson Project (Educational Psychology and Health) to reduce persistent absence
Persistent absence rates
Additional Educational Psychology hours for students unable to reengage with school life and lessons successfully
Attendance to lessons rates
Increased sport during school time for students with specific needs
Self assessment questions
ICT Hardware purchasing for disadvantaged students with no remote access
Provide ongoing technical support to families with extended hours
Survey responses. Engagement with Google Classroom and Hegarty (proxy)
Free supervised Breakfast Club
Eradication of external supply using school staff already established to increase capacity.
Behaviour points and RTL logs
Total budgeted cost: