Catchup Funding
Catch up premium funding 2020-2021
What catch-up funding is for:
The government announced £1 billion of funding to support children and young people to catch up lost time after school closure. This is especially important for the most vulnerable and disadvantaged backgrounds. This funding includes:
- a one-off universal £650 million catch up premium for the 2020 to 2021 academic year to ensure that schools have the support they need to help all pupils make up for lost teaching time
- a £350 million National Tutoring Programme to provide additional, targeted support for those children and young people who need the most help, which includes:
- a schools programme for 5 to 16-year-olds – for more information, see the National Tutoring Programme FAQs
Funding allocations
School allocations will be calculated on a per pupil basis.
- Mainstream school will get £80 for each pupil in from reception to year 11 inclusive.
Payment schedule
Schools will get funding in 3 tranches.
- Autumn 2020
- Early 2021 – based on updated pupil and place data. This payment will also take account of the initial part payment made in autumn 2020 so that schools will receive a total of £46.67 per pupil or £140 per place across the first 2 payment rounds.
- Summer 2021 term - a further £33.33 per pupil or £100 per place.
Using catch-up funding
Schools should use this funding for specific activities to support their pupils to catch up for lost teaching over the previous months, in line with the curriculum expectations for the next academic year in actions for schools during the coronavirus outbreak. While schools can use their funding in a way that suits their cohort and circumstances, they are expected to use this funding for specific activities which will help pupils catch up on missed education.
Accountability: school leaders and governors
School leaders must be able to show they are using the funding to resume teaching a normal curriculum as quickly as possible following partial or full school closure.
Governors and trustees should scrutinise schools’ approaches to catch-up from September 2020, including their plans for and use of catch-up funding. This should include consideration of whether schools are spending this funding in line with their catch-up priorities, and ensuring appropriate transparency for parents.
Curriculum expectations
The DfE has also set out the following curriculum guidelines so that all pupils – particularly disadvantaged, SEND and vulnerable pupils – are given the catch-up support needed to make substantial progress by the end of the academic year. The key principles that underpin their advice on curriculum planning are as follows.
Education is not optional: All pupils receive a high-quality education that promotes their development and prepares them for the opportunities, responsibilities and experiences of later life.
The curriculum remains broad and ambitious: All pupils continue to be taught a wide range of subjects, maintaining their choices for further study and employment. Where needed, remote education is high-quality and safe, and aligns as closely as possible with in-school provision. Schools and other settings continue to build their capability to educate pupils remotely, where this is needed.
Informed by these principles, DfE asks that schools and other settings meet the following key expectations if considering revisions to their school curriculum for academic year 2020 to 2021.
- Teach an ambitious and broad curriculum in all subjects.
- Aim to return to the school’s normal curriculum in all subjects by summer term 2021.
- Plan on the basis of the educational needs of pupils.
- Develop remote education so that it is integrated into school curriculum planning.
Schools should set out how they will allocate the additional funding to support curriculum recovery this academic year. The EEF guidance suggests a 3-tiered approach:
1 Teaching
High-quality first teaching for all
Effective diagnostic assessment
Supporting remote learning
Focusing on professional development
Transition support
2 Targeted academic support
High-quality one to one and small group tuition
Intervention programmes
Teaching Assistants and targeted support
Academic tutoring
Planning for pupils with Special Educational Needs and Disabilities (SEND)
Extended school time
3 Wider strategies
Supporting pupils’ social, emotional and behavioural needs
Communicating with and supporting parents
Access to technology
Successful implementation in challenging time
Issues identified as barriers to future attainment for all students as a result of COVID school closures
- Literacy skills
- Understanding the ability of our new year 7 cohort without KS2 transition data
- Subject specific gaps in the curriculum following school closure as identified by each Head of Department
- Attendance – maintaining high attendance levels for all students
- Ensuring students’ engagement levels remain high
- Ensuring that all students can access online learning at home due to self-isolation/ school closure/ a second lockdown
- Understanding different T&L strategies within the ‘new normal’ way of teaching
- Well-being: students adjusting to the new school routines and structures
- Well-being: concerns around anxiety and safeguarding issues following the lockdown period
Teaching |
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Issues identified |
Actions |
Intended impact |
Cost |
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Literacy skills |
High profile literacy strategy to address common errors is understood and implemented consistently by all staff |
Students make common literacy mistakes less frequently. Students read often and read with fluency and understanding. |
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Understanding the ability of our new year 7 cohort without KS2 transition data |
Year 7 students take CAT tests
Data from CAT tests is used to underpin assessment in KS3 and guide setting. |
Results provide an insight into students’ potential ability
Students to be set in academic subjects from October 2020 |
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Understanding different T&L strategies within the ‘new normal’ way of teaching |
Purchase visualisers for each classroom to support T&L from the front of the room and also to support delivery of online lessons |
Teachers can model tasks and provide student feedback from the front of the classroom
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Subject specific gaps in the curriculum following school closure as identified by each Head of Department |
Curriculum review by all HoD to ensure the curriculum remains accessible to all |
Re-ordering of curriculum content will support the addressing of gaps caused between March-July 2020. Retrieval activities are strategically planned to ensure learning is appropriately sequenced. |
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Lesson 6 intervention in maths & English compulsory for year 11 students |
Gaps in subject knowledge will be addressed. Students will better prepared for mock exams and GCSEs |
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Purchase resources to support students:
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Gaps in students’ learning are addressed and closed Students are able to access blended learning when this is necessary
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Targeted Academic Support |
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Issues identified |
Actions |
Intended impact |
Cost |
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Literacy skills |
Purchase Bedrock learning for all KS3 students to support the development of their vocabulary |
Improve the literacy levels and vocabulary of our students. |
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Allocate each year 7 student to a reading group and ensure appropriate intervention |
Students of all reading abilities are challenged to improve. |
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Subject specific gaps in the curriculum following school closure as identified by each Head of Department
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Access the National Tutoring Programme to ensure additional targeted support is on place for identified students
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The NTP will address specific identified gaps. Progress will be tacked against clear baseline and end of tutoring assessment. |
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Academic mentors. Submit application for 2 academic mentors to work within specific subject area to address gaps |
Academic mentors to work with individuals/ small groups to address gaps as identified by HoD
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Small group tuition is delivered by Ashton staff |
Staff work with small groups to address gaps
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Attendance – maintaining high attendance levels for all students |
Monitor the attendance of all students daily and back up absence with phone calls where contact has not been made with school
Students with low attendance to become a Review group for PL |
Students attend school
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Ensuring that all students can access online learning at home due to self-isolation/ school closure/ a second lockdown |
Audit the devices that students possess and their access to the internet |
Students are able to access online learning when they are not in school
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Wider strategies |
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Issues identified |
Actions |
Intended impact |
Cost |
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Gaps in careers advice and guidance |
Careers interview for all year 11 students
Careers interviews for SEND students and students at risk of NEET |
Year 11 students receive the support they require to enable them to make well thought out decisions re their options post 16 Students choose appropriately pitched courses which reflect their interests and aspirations Students are aware of apprenticeships
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Maintaining high attendance and engagement levels for all students |
Advertise new post ‘home learning and engagement’ to ensure that all students can access online learning at home due to self-isolation/ school closure/ a second lockdown |
Attendance to online lessons monitored Contact made with students not engaging to identify reasons. Support provided for those students struggling to access learning |
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Re-launch smiley shack Investigate ways in which the rewards programme can run under covid measures |
Analysis of the J and L system allows engagement to be rewarded/ addressed |
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Ensuring parental engagement during a time of ‘online meetings |
Investigate the use of Teams/ other platforms to enable parents’ evening and other events to take place |
Parents are able to engage with school |
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Increased use of text to alert parents |
Parents are well informed about school events |
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Letters sent to parents to summarise outcomes of parental meetings |
Parents are clear about the outcomes of meetings with school staff |
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Students’ well-being |
Support students as they adjust to the new school routines and structures/ with anxiety and safeguarding issues following the lockdown period |
Students’ well-being is addressed where there are concerns |
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