COVID catch-up premium spending: summary

summary information
Total number of pupils: 209 pupils (Yr R – Yr 6) Amount of catch-up premium received per pupil: £28
Total catch-up premium budget: £6,000



strategy statement
·   To identify pupils within each year group who gaps in skills and knowledge September 2021

·   To ensure that the attainment gap which widened as created by Covid 19 for specific pupils is reduced.

·   To reduce the attainment gap of the bottom 20% pupils whose progress has been affected by Covid -19 school closures.

·   To continue to reduce the attainment gap between disadvantaged pupils and their peers.







Barriers to learning

23% of children at Bearwood Primary and Nursery School are in receipt of pupil premium funding.  We strive to ensure that the individual needs of our pupils are met, including our most vulnerable pupils.  We ensure that appropriate provision is made for pupils who belong to our vulnerable groups, ensuring that the needs of such pupils adequately assessed and addressed.  Our focus through the Catch Up Premium Strategy will be aimed at accelerating progress and overcoming barriers, in order to address any gaps in learning as a result of COVID-19.

Due to the continual nature of the teacher, assessment and learning cycle, pupils whose progress is being impacted as a result of COVID -19 will be identified and Catch Up provision will be provided.

The vast majority of our pupils engaged in home learning during lockdown’s and when classes were isolating however, we recognise that the level of engagement did vary due to personal circumstances of families.  Though we ensured that all pupils had access to laptops, tablets and internet dongles and where appropriate paper packs the learning environment for pupils at home hugely varied which led to some pupils not making the same progress as others.  Eg overcrowding, parental work commitments etc

barriers to future attainment
Academic barriers
A Year 2 30% of the cohort are working below expectations in phonics which will have a direct impact on reading and writing attainment.
B A group of pupils have been identified across the school as having fallen behind in attainment and/or progress in Reading Writing and/or Maths.
C Year 4 pupils have been identified as having a higher number of pupils vulnerable to Social and Emotional needs.
D Lowest 20% in each cohort working below ARE in Reading, GPS & maths.
E KS2 30% of pupils are working below expectations in maths, reading and writing





Planned expenditure for current academic year


Quality of teaching for all
Action Intended outcome and success criteria What’s the evidence and rationale for this choice? How will you make sure it’s implemented well? Staff lead When will you review this?
Whole staff CPD to ensure that all pupils are given the tools they need to develop independence as learners.


Staff CPD on using strategies to develop independent learning – Scaffolding – task design, modelling, learning environment, sequence of lessons, pupil engagement


Planning will demonstrate a range of strategies dependent on the needs of the pupils and the subject area.


Learning walks demonstrate that strategies are being implemented and pupils are accessing and engaging in learning independently.


Pupils make rapid progress and close the attainment gap which is the result of COVID 19.

·   As a result of lockdowns we have identified that pupils are less independent as learners and look to the adult to provide answers.  Pupils are less confident to grapple with challenging learning and ‘give up’. ·   Whole school inset to introduce strategies.

·   Half termly focus on each strategy.

·   Monitoring through learning walks and lesson observations.

·   Monitoring of planning

·   Pupil voice.

·   Coaching to support staff who need support to develop further.

·   Resources purchased to support independence e.g. extra class texts, IT equipment

HT – initial inset.

SENCO and ENG/Maths leads to promote strategies through their role.


Termly reviews.
Total budgeted cost: Resourcing £500
Targeted support
Action Intended outcome and success criteria What’s the evidence and rationale for this choice? How will you make sure it’s implemented well? Staff lead When will you review this?
Recap training in phonics – whole class approach with targeted support.

Recap reading sequence – adjust proportion of decoding /comprehension according to pupils’ identified gaps.

Half termly phonic screening.

Target group identified:

Assessment of specific needs for each pupil.

1:1 catch up tuition to address the phonic gaps.

Introduce Phonic Shed for EYFS to ensure that there is a coherent approach to phonics moving forward across the school.


Implement firstclass@number to close the gap in maths

All pupils rapidly recover reading skills (including phonics) so that they meet ARE.


End of Autumn 2 phonnics test 87%


12-18 months progress made by pupils who complete the first class @ number programme.

Autumn term reading and phonic assessments which demonstrated that 30% of the pupils were working below ARE.


COVID and lockdown has enhanced the need to ensure that wwe are tackling pupils who have difficulties with basic maths concepts.


·   Half termly phonic screening.

·   Half termly pupil progress meetings.

·   Half termly reading conference with identified pupils to assess progress.


DHT/ English lead Half termly.
Total budgeted cost: Tuition costs £500

Phonic Shed – £650

First class@number – £720

To provide catch up for the identified pupils who have fallen behind in attainment and progress in R,W and/or maths.


Year group Reading writing maths
2 7 5 2
3 5 5 4
4 8 10 11
5 3 5 3
6 3 2 3
Total 26 27 22



Year group Reading writing maths
2 8 5 3
3 7 8 6
4 9 5 9
5 3 5 3
6 5 4 4
total 32 27 25


To provide high skilled provision to all and intervention for pupils in bottom 20%.



Identified group of pupils to make rapid progress and recover writing skills to make ARE. End of year teaching assessments and  baseline assessments

Book scrutiny demonstrates that a significant group were not on track from their starting points.

·   Book scrutiny’s

·   Lesson observations

·   Pupil progress meetings half termly

·   Year group action plans to close gap for lowest 20%


End of Autumn 1 evaluation of intervention.

Total budgeted cost: £2150
Pupils in identified vulnerable groups supported socially and emotionally to ensure they are in the optimum state to learn.

Pupil engagement officer working with identified pupils to provide additional support and teaching of managing emotions.

Pupil engagement officer to work with families so that they can support their own child outside of school.

Year 4 pupils to be more skilled at managing their emotions, enabling them to be more focused on their learning. Year 4 pupils have been identified as having a higher number of pupils vulnerable to Social and Emotional needs.  Intervention and support was provided during year 3 and this had a positive impact on the cohort. However, there remains a small number of pupils who remain vulnerable and by providing continued support they will make good progress. ·   Class teacher to be familiar with the EP report from last year and familiar with strategies which are currently in place.

·   Weekly meetings with Pupil engagement worker who review progress.

·   Half termly pupil progress meetings.

·   Monitoring of behaviour logs half termly.

·   Classroom observations

DHT Half termly
Total budgeted cost: £1000
To provide targeted intervention in reading, GPS and maths for pupils in the bottom 20%.

Use of Shine program to assess R, GPS and M.

Use of Mark to identify gaps

Shine to provide intervention materials to close specific gaps.

Target group of pupils to make rapid progress in R,GPS & M to close the gap between themselves and their peers. Following end of year teacher assessments and baseline assessments have identified a group of pupils whose progress is not in line with peers.


·   Baseline assessment Autumn 1 to identify gaps and interventions.

·   Termly monitoring progress of pupils (SLT)

·   CT to track the smaller steps in progress to ensure that intervention is having an impact.

H/T Half termly
Total budgeted cost: £800
Tuition provided through Century Tech


Staff inset on Century Tech (2.9.21)


Identifies gaps in knowledge and provides a personalised learning pathway to address misconceptions.


To enable pupils to work on knowledge gaps and make rapid progress. End of year teacher assessment in R,W & M has shown that 30% of pupils are working below ARE and this is a reduction from baseline.

Pupils are not achieving their potential.

·   Baseline assessment and exit assessments to measure progress.

·   Book scrutiny

·   Pupil progress meetings

HT Half termly pupil progress data evaluate impact of Century Tech.
Total budgeted cost: Computer package and training £1,200
Grand total: £6000


additional information
·   Half termly pupil progress meetings – action plans to close the attainment gaps of pupils

·   Pira, Puma, Salford and phonic screening assessments – data to be used to inform pupil progress meetings

·   Staff and pupil questionnaires about mental health

·   Advice and guidance from EP and outreach