COVID Catch-Up Fund Report

 

The original COVID catch-up fund was allocated at the start of the academic year. A plan was provided and approved by governors. While we have sought to stick to the original plan where appropriate, national lockdowns and other major disruptions have led to us re-thinking some priorities. The table below provides a breakdown of the original plan for how the funding would be spent, and details of how this money has been used or re-allocated over the course of the year so far.

 

Original Action

Original Intended Outcome

Budget allocated

Summary so far

Impact or Intended Impact

Feedback

 

CPD run for staff once a week and coaches trained to help support whole school CPD. Feedback and questioning form an integral part of this.

£4000

 

CPD has continued to run all year, much of this remotely. This term, we shifted the emphasis to Rosenshine’s principles of instruction of which feedback is a major part. During time in school, cover has been provided to facilitate observations.

Staff can talk with confidence about Rosenshine’s Principles and how these are demonstrated in their lessons. 

Students know more and can do more.

Provide quality training for Early Career Teachers, particularly NQTs

NQTs make rapid progress in their teaching and successfully pass their induction year.

 

£5000

 

NQTs on track to successfully pass their induction year.

NQTs on track to successfully pass their induction year.

Provide revision guides for all students

 

All students have access to quality revision guides which can supplement their learning during regular school, and supplement teaching in case of closure

£36,000

 

Revision guides have played a key role in providing students with meaningful work during the times they have been forced to work at home. They are also forming a key part of the support provided to Year 11 and 13 students over the March-May period.

Students are using revision guides as part of their revision in Year 11

 

Student survey to be sent out in HT6 to assess the use and benefits of the revision guides.

Subject specific online and offline resources

Subjects are able to offer targeted digital support where effectiveness can be demonstrated

£6,000

 

This money was allocated to departments based on demand. Effective digital support includes Educake in science, LanguageNut in MFL and the McGraw Hill literacy curriculum for literacy classes in Years 7 and 8.

Heads of department to provide a quick summary of impact at the end of the year. For example, improvements in reading age for students taking literacy.

One-2-one tuition provided for students who are furthest behind in Year 11

Tutoring will be provided to students whose need is perceived as greatest. Factors include pupil premium status and assessment performance.

 

£25000

 

This money was re-allocated to provide additional teaching capacity in English and Mathematics. Teachers will work with smaller groups of students, particularly those on the borderline for a passing grade. 

The anticipated impact is an increase in the basics figure at 4+ and 5+ for both the current Year 11 cohort and the 2021 cohort.

Academic mentors

 

Students gain confidence in mathematics and science through the targeted support of academic mentors.

 

£5,000

 

This money was also re-allocated to provide additional teaching capacity in English and Mathematics.

The anticipated impact is an increase in the basics figure at 4+ and 5+ for both the current Year 11 cohort and the 2021 cohort.

Easter revision sessions

 

Students are provided with additional, well-planned revision at a key time before their examinations. Students who struggle to revise independently will particularly benefit.

 

£4,000

 

The Easter revision sessions have been reduced in scope to focus open the open bucket subject areas.

 

This money has been reallocated to train two members of staff in access arrangement testing and to provide mental health training for staff and students.

 

Money has also been used to help support the breakfast clubs that ran in the Autumn term.

Students requiring access arrangements have been identified.

 

All teaching staff members have received mental health training alongside a number of support staff.

 

Around 50 students accessed breakfast in school each day.

Intervention incentives for period 7

 

Attendance at period 7 starts and remains above 80%.

 

£2,000

 

Due to COVID restrictions, we removed the period 7 interventions. Instead, this incentive money has been used to provide tangible rewards in our re-launched recognition and rewards program. This has spread the benefit to all year groups.  

Rewards programme launched across school and through social media. Students making the right decisions on a daily basis are being recognised for their efforts.

Increase parental engagement

Parents are kept informed of the work of the school and notified of both positive and negative progress of students. Parents see the school as a partner in their child’s education.

 

£2000

 

To allow for parents’ evenings we invested in a product called SchoolCloud. This has allowed parents’ evenings and the options evening to go ahead as scheduled. We have also invested considerable time and resources into setting up MCAS for parents. This has greatly improved communication, as highlighted by parents in the recent March 2021 Ofsted inspection. 

Five parents’ evenings and one options evening have now taken place online. Attendance has increased over time to around 60% for the most recent parents’ evening.

In summary, the majority of the funding has been allocated as planned. Where this hasn’t been appropriate or possible, we have allocated it in ways that we believe are to the benefit of students, and in line with the guidance as to how the funding should be used.