COVID Catch-up

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

Total number of pupils:

582

Amount of catch-up premium received per pupil:

£80

Total catch-up premium budget:

£46,560

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 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

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