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Summary Information |
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School |
Thorney Island Community Primary School |
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Academic year |
2020-21 |
Total Catch-Up budget |
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Total number of pupils |
227 |
£4280 in first tranche with £13,880 to come =
£18,160
£80 per pupil |
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Strategy Statement |
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At Thorney Island Community Primary School, our
catch-up
priorities are:
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Pupil wellbeing and good mental health
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Additional phonics and reading support (progress and
attainment)
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Additional mathematics support (progress and attainment)
Core approaches:
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The effective use of the learning mentor and ‘Drawing
and Talking’ therapy to support pupil wellbeing
alongside quality PSHE class lessons.
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Catch-up phonics sessions delivered by a qualified
teacher in key year groups.
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Catch-up mathematics sessions delivered by support staff
in all year groups.
Aims of catch-up premium:
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To ensure our pupils well-being and good mental health
are supported through group and 1:1 sessions, with the
learning mentor, ‘Drawing and Talking’ therapist and
through high quality class PSHE lessons.
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To address the gap in phonics and reading caused by the
Covid-19 lockdown, so pupils are able to make
accelerated progress from their September starting
points.
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To address gaps in mathematics, caused by the Covid-19
lockdown, so pupils are able to make accelerated
progress from their September starting points. |
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Barriers to future attainment |
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Pupils returned to school positively after the
summer lockdown however some pupils need further
support due to individual circumstances. Children
also require access to high quality PSHE lessons as
well as support in some areas of learning that have
been missed. |
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Since March 2020 lockdown, pupils have fallen behind
in reading and writing in all year groups.
Learning new mathematics concepts was also very
difficult for many pupils through remote learning
after Christmas. |
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Lots of the younger children have also returned to
school with a lower level of independence and
resilience.
It has been noted by many teachers that the lower
attaining children appear to have struggled the most
with remote learning due to lack of individual
support and specialised resources that would have
been used in school. |
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Additional Barriers (external) |
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Remote learning for some families was difficult due
to the number of siblings in a household and/or work
commitments. |
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Parental engagement with remote learning due to
personal circumstances and lack of specific subject
knowledge. |
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Desired Outcome/ success criteria |
To ensure our pupils well-being and good mental
health are supported through group and 1:1 sessions
with the learning mentor, ‘Drawing and Talking’
therapist and
through high quality class PSHE lessons. |
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Action |
Evidence/Rationale |
Monitoring |
Review Date |
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Quality of teaching for all |
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Staff CPD for new PSHE curriculum
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Supporting children’s wellbeing and mental health by
preventing normal emotions developing into more
entrenched mental health issues.
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Emotional Literacy support groups to resume ASAP. |
The Wellbeing Education Return project, funded by
the DfE, to protect and strengthen whole staff
resilience to the wellbeing and mental health
impacts of Covid-19.
Place 2 Be Mental Health Champions training for
staff to
enhance understanding of children’s mental health
and introduce approaches that foster positive
wellbeing in schools and communities.
Social and emotional health and well-being of all
CYP is monitored and interventions are put in place
to support CYP to develop their social and emotional
needs. |
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Learning walks
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PSHE drop ins
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RAG survey
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Staff confidence to meet needs as well as knowing
when to refer to appropriate agencies |
July 2021 |
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Targeted Support |
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Learning mentor group sessions for identified pupils
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1:1 learning mentor sessions for pupils affected by
Covid-19
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Drawing and Talking therapy sessions for pupils
affected by Covid-19 |
Research from the EEF toolkit, shows that SEL
interventions have an identifiable and significant
impact on developing pupil self-esteem, emotional
resilience and readiness to learn, and attainment
itself (four months' additional progress on
average). SEL programmes appear to benefit
disadvantaged or low-attaining pupils more than
other pupils. Nurture is an evidence based approach
to supporting children’s social and emotional needs
(Nurture UK).
The growing need for 1:1 support provided by the
learning mentor has risen significantly in recent
years. |
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Continuous monitoring and discussions between the
learning mentor, class teacher, SENCO, PP lead and
DSL |
July 2021 |
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Other approaches |
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Enhancement of PSHE curriculum through specialist
visitors/resources |
Children’s wellbeing and good mental health is
paramount to ensure learning takes place, quality
PSHE lessons will ensure all children feel
supported. |
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PSHE drop ins
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PSHE training and feedback |
July 2021 |
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Estimated cost: £ 4,160 |
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Desired Outcome/ success criteria |
To address gaps in phonics and reading, caused by
the Covid-19 lockdown, so pupils are able to make
accelerated progress from their September starting
points. |
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Action |
Evidence/Rationale |
Monitoring |
Review Date |
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Quality of teaching for all |
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Additional phonics sessions in specific year groups
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Use of quality texts to promote reading across the
school.
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Additional support for hearing all children read. |
Formative assessment data revealed gaps in
children’s knowledge and understanding.
Reading records show a very mixed picture of who has
been heard read regularly and how/if texts have been
discussed. |
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Teacher assessments
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Progress and Attainment data |
July 2021 |
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Targeted support |
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Qualified teacher support for identified pupils in
delivering high quality phonics teaching in key year
groups.
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Phonics Minute Games by T.A.’s
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Additional Intervention support using Toe by Toe,
TRUGS and NESSY
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Identified pupils will receive extra phonics inputs
with a qualified teacher to ensure gaps are
identified and children are able to catch up on
missed learning.
There is lack of evidence of children reading during
Lockdown and formative assessments reveal that some
children have not read regularly.
Some children appear to have lost a love of reading. |
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Teacher assessments
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Class teacher and TA discussions
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Progress and Attainment data |
July 2021 |
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Other approaches |
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Resources to support home learning |
Resources to support pupils with reading. E.g.
Oxford Owls – E-Library and Teach My Monster to Read |
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Class teachers |
July 2021 |
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Estimated cost: £ 7,000 |
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