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Catch Up Funding (Covid 19) 2021-22
The government has allocated approximately £80 per pupil to support catch up initiatives following the opening of schools. The information below provides information of where this money will be targeted and the intended impact. | |||
Total number of pupils on roll (Autumn census) | 402 | Catch up allocation | Balance Sept 2021 £16910 Cost £16670 |
Proportion of PPG pupils | 20.14% | Publish date | December 2021 |
Proportion of SEND pupils | 14% | Review date | Easter 2022 June 2022 September 2022 |
Lead | SLT | Governor Monitoring | CPP |
Priority areas for catch up funding (School Development Plan) | |
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Quality teaching, staffing and professional development | ||||
Action/ approach (what we are going to do and rationale for this) | Implementation (how, who and when?) | Measuring impact (what data we are going to look at and how often) | Cost | Impact (how we will recognise success) |
Malden Manor to continue the NELI (Nuffield Early Language Intervention) 20 week programme aims to develop children’s vocabulary, listening and narrative skills. in the second half of the programme the focus will move to early phonic and letter-sound awareness. | Targeted children to attend a weekly 20 week programme. | Baseline assessment was carried out at the end of September. Continuous assessment will take place throughout the school year. Formal assessment points will take place in January, April and June. | 10 hours worth of online training over a self-paced two week period Jan 2021. Staffing costs £1000 | amount of children who achieve age-related expectation for communication and language and literacy or who make at least 4 progress points since baseline data. |
Evaluation Spring Targeted children identified in September with NELI beginning by the end of September. Children take part in a group x2 a week focusing on strengthening and widening vocabulary and conceptual understanding. NELI having a very positive impact as reflected in Spring data. 14 children began the course in September. Each of these children were achieving below age related expectations in baseline data. At spring data analysis 43% of these children are now achieving ARE in comprehension, reading and writing. The impact and progress is also clear to see within phonic lessons, 1:1 reading and writing. Summer | ||||
Bug Club online reading scheme introduced to support remote learning with quality texts from home. Nessy online support introduced to support remote learning with reading:phonic skills and spelling To train staff in Sounds Write to deliver quality phonics teaching Phonically decodable books to support teaching | Training will then be provided to Class teachers by Literacy Lead ICT Technician to enrol children Parents informed and promoted to all with information on how to use with their children EY and Y1 teachers to attend training New teaching to be implemented, monitor to take palace- spring and summer term Order from sounds write- so children will read books with taught sounds | Data from comprehension scores will then be available to Class teachers to inform class judgements and inform future planning Online access will be reviewed and monitored to ensure provision is accessible and being utilised effectively. Internal phonics data 2022 phonic screen Reading records, reading sessions in school | Bug Club - £970 3x CT £1760 Release time to attend training £2000 £1000 | End of year reading data will show children have improved fluency, automaticity and comprehension results Reading assessments will show at least 50% of children will be accelerated progress (at least 4 points progress). By summer 2022 at least 90% of children met the phonics screen |
Evaluation Spring Bug Club continues to be accessed by children at home. This supports children who are isolating to access books. CT set appropriate books depending on where the children are with their reading. Comprehension scores are regularly checked by the CT and anything below 70% is returned to the child and CT follows up with reading with the child. CT continue to be trained to teach Sounds Write. Pass rate at MM is 100% with very few marks dropped. 4 xTA are due to start in April cohort. Impact has been clear in Reception. In comparison to previous years, chn are writing full sentences spelt correctly with CCVC words, these can be read by unfamiliar adults. At baseline the reception cohort had 63% and 65% of children achieving age-related related expectations for reading and writing. Spring data analysis shows this percentage has risen to 74% and 84%. Children achieving above age related expectations for writing has also risen from 10% to 28%. Y2 chn with SEND are using the phonically decodable books with additional teaching and are making good progress learning to read. School now has a good supply of phonically decodable books for reception and Y1 to use. Monitoring by MLT and SLT shows that children are on the ‘correct’ book. Nessy continues to be used by a number of children. The monitoring part of the program shows that chn are making good progress gaining knowledge of sounds for reading and applying this to their writing. Summer | ||||
Targeted Intervention | ||||
Action/ approach (what we are going to do and rationale for this) | Implementation (how, who and when?) | Measuring impact (what data we are going to look at and how often) | Cost | Impact (how we will recognise success) |
Gaps in children learning is caught up
| Spring and Summer Term Third Space - 20 children. Thursday 3pm- maths, 2 terms Y4-6 Y6 maths intervention- weekly after school 2 x HLTAs for 45mins for Autumn Term Y6 maths intervention- twice weekly after school 2 x HLTAs for 60mins for Spring Term CT phonics intervention 5 days a week 15mins CT Writing/ Reading/ Maths conferencing CT Y2 phonic interventions - x3 per week, half hour each session | Third Space- baseline/ endline data from assessment- 12 weekly Through termly data Phonic screen scores- ½ termly ITAFS / KS1 SATS/ Termly data | Third Space - £2,750 Sats books - £802 Staffing costs for interventions - £7,388 | Assessments will show at least 50% of children will be making accelerated progress (at least 4 points progress). |
Evaluation Spring Online intervention for Third Space is running in Spring and Summer and so is too early to say the impact. Children are attending and CT are able to see newly acquired learning objectives and skills as children achieve them. SATS revision books are well used by the children and teachers to support gaps in learning. Phonics interventions run across R, Y1 and Y2. Y2 86% children met the phonics screen at the end of the autumn term. Assessments show children making good progress and gaining and applying new sounds to word reading. Next Steps Conferencing to be used by CT to support children with next steps writing (in addition to normal classroom practice) summer | ||||
Attendance, wellbeing and engaging with parents | ||||
Action/ approach (what we are going to do and rationale for this) | Implementation (how, who and when?) | Measuring impact (what data we are going to look at and how often) | Cost | Impact (how we will recognise success) |
Where there is persistent absence, families are supported & attendance improves Attendance for disadvantaged children is good overall & individual improvements are evident for targeted families. | Linked work between EWO, Family Support staff member & HT to work with families & children whose academic progress is impacted by poor attendance.
Support for attendance at Breakfast Club to reduce absenteeism & lateness. Robust systems in place -office attendance officer telephone call 1st day of unexplained absence, family support staff to contact vulnerables/ PAs - work together offer solutions to improve lateness and PAs regular meetings with EWO. HT meets with all families where child’s attendance under 90% | Attendance data Weekly and monthly internal school review with half termly review with EWO focusing on disadvantaged children; termly analysis of comparative attendance and punctuality data | Attendance and punctuality rates of disadvantaged, vulnerable and SEN groups continue to improve and the gap between these groups and those without additional needs continues to close in a positive trend | |
Parent workshops are linked to learning to help parents to support their child. | Regular attendance at PCEs, workshops, Engagement data - parenting groups & engagement with offered personalised support Targeted families - children’s data Parent and professionals feedback (social care teams). Parent registers participation in school events – PCEs, % involvement – vulnerable and disadvantaged pupils Pupil voice assessing engagement and enjoyment in learning opps Outcomes of CP plans Home learning club, drop ins, parenting class data | Parents/carers have a good understanding of PP children’s support children through parent workshops, bespoke individualised parenting sessions Inclusion Team & ELSA support services, chromebooks are provided for children self isolating/ remote learning | ||
Evaluation Spring Attendance continues to be closely monitored Attendance has continued to be challenging due to covid. Attendance officer and HT meet weekly to track families whose attendance is below 90%. All families have been met with and sent letters about good attendance. Improvement in some families. 5 referrals have been made to the EWO which were accepted. Details of this work is held in school and not shared on a public document. School using FFT attendance data to track where we are compared with national and we are generally in line. data up to the 11th Feb. This is not every school in the country as you have to sign up to the service but it has over 6000 schools. New process in place- letter, 3 week review, CT meeting 3 week review, HT meeting 3 week review and then referral to EWO- impact has been CT are more involved and aware of attendance. Zones of regulation workshop Phonics workshops well attended by parents. Autumn PCE was well attended above 90% of parents spoke with the class teacher. Resources were shared to support learning at home. Summer | ||||
