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Covid Catch Up

Catch-Up Premium Plan

                   Ermine Primary Academy 


Summary information                                                                                                       


Ermine Primary Academy

Academic Year


Total Catch-Up Premium


Number of pupils

398 (excl nursery)



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

  • Supporting great teaching
  • Pupil assessment and feedback
  • Transition support


Targeted approaches

  • One to one and small group tuition
  • Intervention programmes
  • Extended school time


Wider strategies

  • Supporting parent and carers
  • Access to technology
  • Summer support


Identified impact of lockdown

Attitudes, routines and well-being


This has been fundamentally the greatest affect of ‘lockdown’. Although home learning tasks were quickly put into place and routinely updated by school, it was clear that the majority of pupils were not accessing this at home. Parents often found even the smallest of tasks a challenge and families would often describe the situation at home extremely challenging. Often families had limited access to the internet or several family members were trying to access it at once with only a mobile phone available. This led to a loss of routine and expectations around learning. As a result, well-being suffered and many families were contacting school in crisis. Levels of domestic abuse also rose during this time. Although the school was open to Key Workers and Vulnerable children, often they would not attend despite being advised to do so. These families would have additional phone contact with school but were not visited in their homes by their usual support networks including social services.





Specific content has been missed, leading to gaps in learning and stalled sequencing of journeys. Children still have an appetite for maths however they are quite simply, ‘behind’.

Recall of basic skills has suffered – children are not able to recall addition facts, times tables and have forgotten once taught calculation strategies. This is reflected in arithmetic assessments.





Children haven’t necessarily missed ‘units’ of learning in the same way as Maths, however they have lost essential practising of writing skills. GAPs specific knowledge has suffered, leading to lack of fluency in writing. Those who have maintained writing throughout lockdown are less affected, however those who evidently didn’t write much have had to work additionally hard on writing stamina and improving their motivation due to the lack of fluency in their ability to write. Quality of vocabulary, which is a key focus in our curriculum, has also suffered due to the lack of high-quality language in the home. Oracy skills require are vital for pupils to be able to speak and therefore write at a high level.





This is something that was more accessible for families and required less teacher input. However, it is clear that only a small majority maintained daily reading. Younger children and lower ability children who couldn’t access texts independently suffered the most. Children are less fluent in their reading and the gap between those children that read widely and those children who don’t is now increasingly wide. The bottom 20% of readers have been disproportionately affected.





There are now significant gaps in knowledge – whole units of work have not been taught meaning that children are less able to access pre-requisite knowledge when learning something new and they are less likely to make connections between concepts and themes throughout the curriculum. Children have also missed out on the curriculum experiences e.g. trips, visitors and powerful curriculum moments.




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


  1. Teaching and whole-school strategies

Desired outcome

Chosen approach and anticipated cost

Impact (once reviewed)

Staff lead

Review date?

Supporting great teaching:


The foundation subject will be planned with increasing detail and consideration for how pre-requisite knowledge will be taught alongside new learning so that knowledge gaps can be reduced.



Despite the limitations placed on schools in terms of use of physical resources and the sharing of them, manipulatives are accessed regularly in Maths and this supports key learning.




Additional time for teachers to research and plan non-core subjects. Release time and additional cover will be required to facilitate the additional PPA.




Purchase additional manipulatives across the school.















Feb 21






Feb 21

Teaching assessment and feedback


Teachers have a very clear understanding of what gaps in learning remain and use this to inform assessments of learning that are aligned with standardised norms, giving a greater degree in confidence and accuracy of assessments.




Allow staff time to complete termly Pixl assessments and use the QLA identify gaps an on Insight to track performance. Progress leader also requires additional time to monitor and support, identifying patterns and putting plans into place to fill these gaps.







All Staff




July 21

Transition support


Children who are joining school from different settings or who are beginning their schooling with Ermine Primary Academy have an opportunity to become familiar and confident with the setting before they arrive.




Additional time is made to cover the teacher so that they can have a virtual meeting with their new starters so that the child is confident in joining EPA.











Total budgeted cost










  1. Targeted approaches

Desired outcome

Chosen action/approach

Impact (once reviewed)

Staff lead

Review date?

1-to-1 and small group tuition


Identified children with gaps in early reading (bottom 20%) will have significantly increased rates of reading phonics and fluency. They will be able to comprehend reading better as a result of being able to read at pace without spending their working memory decoding. They will close the gap between themselves and their peers and the % of children reaching the expected standard in phonics will increase.  




Reading leader will be employed for 3 days a week for 7 weeks to test, identify and work with bottom 20% of pupils in key stage 1, alongside any children that appear to have significantly dropped in standard from pre-lockdown.















Nov 20



Intervention programme


An appropriate reading comprehension intervention programme will be delivered to Key Stage 2 children.




Develop children’s' confidence, articulacy and capacity to learn by providing a high quality oracy education which empowers students, regardless of their background, to find their voice for success in school and in life.





Staff within phases are trained and they are able to deliver the intervention confidently (inclusive of entry and exit data).



Develop expert oracy teachers who can champion oracy across the school through sharing their own expert practice and supporting colleagues.



Delivery of Oracy programme through targeted support for highlighted pupils. Including resources.



















July 21




Feb 21

Extended school Time






Total budgeted cost










  1. Wider Strategies

Desired outcome

Chosen action/approach

Impact (once reviewed)

Staff lead

Review date?

Supporting parents and carers


Children will have greater opportunities to access learning phonics at home. Home-learning opportunities will not always require parents to engage with the activities, affording the children greater independence and increasing the likelihood that parents can sustain home-learning.






Children have access to appropriate paper-based home-learning if required so that all can access learning irrespective of ability of child/parent to navigate the online learning.




Additional online learning resources will be purchased, such as RWI Phonics Online to support children reading at home. Other online platforms will be investigated for purchase throughout the year.



Extra fully decodable ‘book bag books’ purchased to allow children access to high quality early reading texts at home.



10-day home-learning paper packs are printed and ready to distribute for all children. 
















Class Teachers



Feb 21











Feb 21

Access to technology


Teachers have laptops that are equipped with webcams and allow the teachers to access school-based resources from home. Teachers facilitate effective home-learning with increased capacity to share resources and communicate learning to children.




Purchase 22 laptops, cloud-based system set up to enable staff to access the school systems remotely, effectively work from home and deliver online lessons to pupils.

(£7942 laptops)

(£500 cloud drive mapper)












Feb 21





Summer Support






Total budgeted cost



Cost paid through Covid Catch-Up



Cost paid through school budget