Catch-up Premium

Summary information


Coddington C of E Primary and Nursery School

Academic Year


Total Catch-Up Premium


Number of pupils




Children and young people across the country have experienced unprecedented disruption to their education as a result of coronavirus (COVID-19). Those from the most vulnerable and disadvantaged backgrounds will be among those hardest hit. The aggregate impact of lost time in education will be substantial, and the scale of our response must match the scale of the challenge.


Schools’ allocations will be calculated on a per pupil basis, providing each mainstream school with a total of £80 for each pupil in years reception through to 11.


As the catch-up premium has been designed to mitigate the effects of the unique disruption caused by coronavirus (COVID-19), the grant will only be available for the 2020 to 2021 academic year. It will not be added to schools’ baselines in calculating future years’ funding allocations.

Use of Funds

EEF Recommendations


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 guidance on curriculum expectations for the next academic year.

Schools have the flexibility to spend their funding in the best way for their cohort and circumstances.

To support schools to make the best use of this funding, the Education Endowment Foundation (EEF) has published a coronavirus (COVID-19) support guide for schools with evidence-based approaches to catch up for all students. Schools should use this document to help them direct their additional funding in the most effective way.


The EEF advises the following:


Teaching and whole school strategies

Ø  Supporting great teaching

Ø  Pupil assessment and feedback

Ø  Transition support

Targeted approaches

Ø  One to one and small group tuition

Ø  Intervention programmes

Ø  Extended school time

Wider strategies

Ø  Supporting parent and carers

Ø  Access to technology

Ø  Summer support



Shining the Light of Learning

Our whole approach at Coddington Primary School is driven by our 7 Rainbow Christian Values which include Respect, Happiness, Friendship, Honesty,  Cooperation, Responsibility and Love which together with our School motto ’Shining the Light of Learning‘ helps inspire the whole school.


Our pupils will:

·   have confidence and high self esteem

·   become self-motivated, enthusiastic and creative learners keen to achieve their full potential

·   learn independently and collaboratively

·   be self aware, sensitive, caring individuals with respect for others and the environment

·   enjoy their learning, experience success and be proud of their achievements

·   be able to form and express ideas and questions, and communicate effectively

·   have the personal and social skills to be able to play an active and constructive role in society



Identified impact of lockdown




Baseline assessments were carried out in all core subjects. These were the end of year assessments children would have undertaken at the end of last year. From this it shows a clear picture that children across the year groups and attainment spectrum are currently significantly lower than we would have expected.

Writing and phonics are two areas we have identifies as being significantly impacted.


Social and emotional


There are a number of children across the school who have found the return to school a challenge.  There are a large number of children who have been waiting to access ELSA and Therapeutic conversations. 

Recovery curriculum and blended learning.





Priority 1 To develop a Recovery Curriculum which supports the wellbeing of all children and ensures a swift re-engagement with learning and effective catch up where necessary.

•       As a result of the COVID-19 outbreak many children have had their learning disrupted as they have been unable to attend school or have attended primarily for childcare.

•       It is not only their education that has been disrupted but their usual family and school routines and their interactions with friends and family and their everyday life.

•       Although many will have successfully and effectively accessed remote learning, not all children will have been able to fully benefit from this offer.

•       Remote learning will have developed new skills and different levels of confidence and independence and where successful these need to be extended and built upon.

Priority 2 To develop a school wide strategy for blended learning that secures a continuation of intended learning, in the event of a positive test result for COVID-19 disrupting onsite learning for an individual, group or all children in the school.

·         As a result of the COVID-19 outbreak many children had their learning disrupted as they were unable to attend school or attended primarily for childcare across the summer term 2020.

·         Despite schools now being open to all children as of the beginning of the Autumn term 2020, positive test outcomes are leading to the closure of bubbles in many schools and children are returning to remote learning for a minimum of a two week period each time.

·         It is impossible to predict when this might happen so the school needs to be ready to implement a blended learning strategy to minimise disruption for the children and ensure that learning continues as planned, DFE guidance states an expectation that there is a plan in place by the end of the academic year.


Planned expenditure – The headings below are grouped into the categories outlined in the Education Endowment Foundation’s coronavirus support guide for schools


Sources of Income


Covid Catch-Up

School Budget


      i.     Teaching and whole-school strategies




Impact (once reviewed)

Staff lead



To ensure that all teaching and support staff are aware of the possible impact on children from the extended break from traditional schooling and feel well equipped to manage this.


Curriculum leaders and the Curriculum team to evaluate and assess the lost knowledge from 2019-20. 

As a result of proactive research and professional development, all staff;

•       are knowledgeable about the immediate and longer term impact of the partial closure of schools and this is effectively informing all planning.

•       Are confident and knowledgeable about how to plan for their class and are well supported by skilled colleagues in school.

•       Are delivering a recovery curriculum that is well matched to the needs of the children in their class and have liaised with the SLT as to any necessary resource





To develop a transitional curriculum which takes into account the different ways children have been learning and further develops these in order to support children to be confident learners at school.


The school curriculum will have a key focus on reading.


•       Provide additional time for core subject leads to design teacher assessment packs and to introduce these in staff meetings.


•       Staff meetings to moderate work to QA assessments.


•       Teachers released for productive and reflective pupil progress meetings.


•       Staff to have CPD internally to develop their  ability make adaptions to teaching and learning to help learners to learn in different ways 


Having had a bespoke package of quality first teaching and intervention children will make good progress form their starting points




To support teachers throughout the school to implement a whole school wellbeing strategy for pupils.


•       Training for all staff in supporting the wellbeing of pupils.


Staff will be equipped to support the wellbeing needs of the pupils.







       ii.            Targeted approaches



Impact (once reviewed)

Staff lead


1-to-1 and small group tuition

To close the gap in reading during children’s early stages of development

Employ a Teacher through the National Tutoring Programme  to provide catch up sessions for individuals/ groups of children with the catch up funding 

60 pupils (PP eligible)

Children will make rapid progress and attainment will be brought nearer in line with their peers


60X£200 = £1200

75% subsidy = 900

Cost to school £3000

Intervention programme

To utilise appropriate interventions and classroom support  to close the gaps in children’s values, learning skills and academic achievements

Complete formative assessments on all children – formally and informally to create a baseline for progression



Children identified for support have learning gaps healed and make more rapid progress than their peers


Emotional needs are soothed and as a consequence effective learning takes place


RC 18 weeks- £160 per day- 1 day per week- £2880 (foundation support)


SC- 13 weeks- £278 per day- 1 day per week £3614 (year 1 phonics)


Supply Teacher 3 days per week £154 per day- £7854



     iii.            Wider Strategies




Impact (once reviewed)

Staff lead



To ensure that the blended learning strategy is facilitated by the appropriate infrastructure including relevant hardware, software and safety procedures.

·   Staff will adapt plans quickly in the event of a closure

Ensure all resources are intuitive for parents to use.  Planning needs to be clear and accessible.

The E- safety policy will be shared with children and parents to ensure they continue to understand how to use technology safely from home and school.




To equip children with the necessary independent learning skills to enable them to access the planned curriculum through a blended approach.


·         Review the E –safety policy in relation to the online learning platforms being used within school

Parents and children can assess learning activities and work set quickly using Class Dojo and the Google drive and share their learning back so the class teacher can monitor those children who are active in their learning and support those who are not to ensure the effect of missed learning is minimised.








To engage parents and carers with the school’s blended approach so that they are confident to support their children during any period of partial closure. 


·   Set parents up on Class Dojo to share their children’s learning.

Continue to use Google drive to share planning and resources for parents to access at home.

Parents will understand and feel able to support the school’s approach to blended learning which will help them to support their children in their learning.



Summer Support








Cost paid through Covid Catch-Up

£17348 (£12 to be allocated)