COVID Catch-up

Recovery curriculum

Universal recovery Approx 70%

Rebuild relationships with staff, peers and other agencies
Implement a clear curriculum pedagogy
Teach PSHE that explores self and relationship themes. The PSHE curriculum should strengthen their sense of self, family, community, and place in the wider world.
Sequence the curriculum content so that children meaningfully revisit and build upon their knowledge, understanding and skills.
Secure explicit /big ideas’ in all curriculum areas
Know-acknowledge-and-address-gaps-in-learning through focused assessment and nuanced planning
Implement coherent curriculum maps for all parents of all children in all years
Introduce a comprehensive remote learning package to include online platforms for all and use of prepared materials.
Retrieval practice as standard planning components for all.
Enhanced literacy and reading strategy as school wide approaches introduced.

Focused recovery Approx 20%

Increased personalisation. Include modelling oracy and empowerment with emotional vocabulary. Identify significant curriculum coverage missed during the spring and summer terms. Include subject aspects and concepts that need embedding, or that they are not likely to revisit in future projects.
One to one tuition/ small group support to allow a flexible route to recovery. Thu Hub extended to 3 Hub models.
Re-skilling of learning behaviours including enhanced RTL SEMH support.
Period 6
Meeting needs identified through pastoral gap anaylsis including Boxall profile and Wave
Enhanced parental engagement through remote and online opportunities

Deep recovery Approx 10%

Multi-agency intervention
Educational Psychology
CAMHS
Timpson Project

COVID catch-up premium report

COVID catch-up premium spending: summary

Summary information
Total number of pupils:	582	Amount of catch-up premium received per pupil:	£80
Total catch-up premium budget:	£46,560

In June, a £1 billion fund for education was announced by the government.[1] 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[2] to catch up for all pupils published by from the Education Endowment Foundation[3] has been used to help guide the decisions on how to make the best use of this funding

Strategy statement
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.

Strategy statement

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
Academic barriers:
A	Low literacy levels specifically reading age and technical accuracy
B	Gaps in knowledge and truncated curriculum delivery
C	Limited resilience in learning behaviours and lack of stamina in returning to a full school day including mental health concerns

Additional Barriers
External barriers:
D	Poor attendance
E	Limited or no engagement in home learning
F	Financial hardship

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
Action	Success indicator	Staff	Review
Implement termly curriculum cycle to ensure appropriate assessment and identification of gaps.	In year data capture	KC	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	PW	Monthly SLT focus
Deliberately reduce workload to enable high-quality responsive teaching.	Staff wellbeing survey	LJ	Termly
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	PW LJ	Termly Annual screening
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.	QA visits	LHE	Half termly
Curriculum based appraisal target for all for quality planning and delivery of an aspirational curriculum.	Appraisal outcomes	LJ	Mid year review and annual
Total budgeted cost:			£5,176

Targeted support
Action	Success indicator	Staff	Review
Library additional hours and new system and librarian to ensure access to high quality and appropriate reading material.	Library usage	PW	Termly
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	LJ GC	Half termly
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	LJ KC	Data capture and SUMIT points
Supported Homework intervention club after school with access to computers, textbooks and adults.	Missed homework SIMS negative points	PW	Weekly
Period 6 curriculum for all of Year 11 with classroom teachers every Monday to Thursday.	Attendance. Progress data.	EW	Weekly
Total budgeted cost:			£24,760

Wider strategies
Action	Success indicator	Staff	Review
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	Engagement
Eradication of external supply using school staff already established to increase capacity.	Behaviour points and RTL logs
Total budgeted cost:			£31,352.24

[1] https://www.gov.uk/guidance/coronavirus-covid-19-catch-up-premium

[2] https://educationendowmentfoundation.org.uk/public/files/Publications/Covid-19_Resources/The_EEF_guide_to_supporting_school_planning_-_A_tiered_approach_to_2020-21.pdf

[3] https://educationendowmentfoundation.org.uk/covid-19-resources/national-tutoring-programme/covid-19-support-guide-for-schools/