Covid-19 Catch Up & Recovery

Overview 

Students 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 government has announced additional funding to support children and young people to catch up, this will be provided in 3 tranches.  In accordance with the government guidance, evidence-based approaches which have been provided by the Education Endowment Foundation (EEF) have been selected.  In order to track and monitor these have been categorised as teaching and whole school strategies, targeted approaches and wider strategies.

 

Allocated funding
Catch-Up Funding 2020-21 £31,600
Covid Recovery £19,000
School Led Tutoring 16,000)
Total  £50,600 (without tutoring) 

 

The total amount of funding allocated is £30,000 based on 400 students on roll, at a rate £80 per student.  This will be received in three instalments but can be carried forward.  This year we have 444 students on roll. 

 

Teaching and whole school strategies

 

Chosen action/approach   What is the evidence and rationale for this choice?  Desired Impact  Staff  Cost  Phase 
Additional testing  

  

All students will need support to transition back to school and is important that students who require additional support are identified as early as possible to ensure specific additional targeted support can be provided in a timely manner.  

  • CAT Testing (£10-12,000 TRUST COST) – implement CAT Testing during Transition period in Year 6 in order to set students at start of Year 7 rather than October half-term. 
  • Additional effective diagnostic testing 
  • Externally set-marked moderated examinations for core exams. 
  • Exam markers to be paid for if necessary Y11 consultation outcome dependent. 
  • Ensuring accurate and up to date information will create opportunities for teachers to share information about students’ strengths and areas for development ensuring timely interventions can be implemented 
  • Increase in the proportion of students in line with or above their chronological reading age 

 

 

 

 

GRO  £4,500  1 
Additional books and curriculum resources  Providing additional books and educational resources to families to offer support and guidance. This will encourage a word rich culture and promote independent study for those who may not necessarily be able to access these resources. Instead of just providing revision invest in resources which will engage students in a range of subjects which are loaned out. 
  • Increase engagement in lessons, thus reducing incidents of low-level disruption  
  • Increase the cultural capital of less advantaged students 
  • Increase uptake of EBACC subjects 

 

 

 

  £4,929.74  Ongoing 
Investing in the resilience curriculum and developing resilience across KS4  To develop and include metacognition and self-regulated learning. To include organisation and study skills.    The programme aims to enable staff to make confident decisions that will help pupils to become aware of their strengths and limitations and to select appropriate strategies when undertaking tasks.  GRO/NHA  £700  Ongoing 
        £10,129.74   

 

Targeted support

Chosen action/approach   What is the evidence and rationale for this choice?  Desired Impact  Staff  Cost  Phase 
Staffing for extra intervention and holidays for  EBACC and option subjects.  

Focus on Year 11 and 10  in October 2021 half term and April 2022 

 

 

Studies carried out by the EEF has evidenced that small group tuition is proven to be effective. Using specialist subject teachers who know the students’ needs and aware of their gaps in knowledge can help accelerate the progress of students.  
  • Knowledge gaps are addressed developing the confidence of students 
  • Support with developing exam technique and becoming more confident with more demanding questions on papers form specific exam boards.  
  • Develop and focus on a specific strategy to maintain students’ retention and application of key knowledge including filling in gaps from work missed through absence, so that they are able to confidently approach all questions 
DTO, GRO, AHO subject teachers  £5,000   
Extra Literacy, Numeracy and Science for year 10 LAPs who are not accessing French  Our hardest hit students are those with the weakest reading and writing abilities as this will affect their performance in all subjects.    Students will benefit from this for English, Maths and Science  but also across the curriculum due to the increased focus on their basic literacy and numeracy.  VMO, KCE  £725  December 2021 
 

Targeted additional support for year 7-10 students who have been identified as significantly below expected standards in terms of literacy and numeracy  

Studies carried out by the EEF has evidenced that small group tuition is proven to be effective. Using internal subject assessment alongside Pearson baseline assessments to inform tutoring sessions which will focus on key areas of the KS2/3 curriculum that they have gaps in their learning of. All delivered by qualified external teacher tutors. 

  

High levels of progress in literacy and numeracy for students identified as significantly below expected standards 

Currently difficult to source tutors–  

  £5,200  Ongoing 
Increased Reading Opportunities through Group work / reading buddies/targeted intervention.  Lexia is a support programme, that would be used to support under-achieving and SEND students along with our readers who are unable to access and comprehend our curriculum currently.  

  

Development of students’ reading comprehension in KS3 students, starting with filling gaps from KS1.  RDN/VMO  £3,240    
Trust exam clinics  

  

Trust exam clinics –held at a school within the Trust for all subjects drawing on expertise of teachers to best support pupils in KS4.  Support with developing exam technique and becoming more confident with more demanding questions on papers form specific exam boards.  

  

 

 

 

 

Subject Leads across the Trust  £500 – Transport  2022 
Start Profile Careers Programme 

Year 7 – 11 

Start profile will enable The Featherstone Academy to meet our statutory duties around careers guidance, providing comprehensive information and support to teachers, pupils and parents with regards to careers and aspirations. 

This package will be renewed through the catch up fund to support the ongoing careers strategy being embedded into school life and our curriculum to promote students aspirations and positive future outcomes post 16. 

To support a flexible framework for delivering careers across years 7 – 11 

Promotion of the importance of employability 

Ability to monitor student engagement and activity within the careers curriculum 

To engage parents in their child’s aspirations and future goals and provide them with a better understanding of how to support their child with the careers programme in school. 

CMC  £1,000  Sept 2021 
National Citizen Service (NCS) through Wakefield Trinity   Year 11 students (20/21) will have the opportunity to take part in the 2 week NCS. The programme aims to support our students with developing their skills of independence, communication, and resilience. The programme will take place off site from June 7th until June 18th. 

The programme provides the opportunity for pupils to explore ideas they have for their future and complete a project designed to support and ‘give back’ to their local community. 

The programme is costed at £1500 per pupil but is discounted to £50 of which the school will fund. 

School staffing is not a requirement of the programme and all transport to and from the school to the Wakefield Trinity Stadium is paid for by NCS. 

This programme offers our students the chance to build their confidence after a challenging year and a prolonged assessment period. It allows them to spend their final two weeks of school working on the skills and outlook they will need to be successful in their chosen post 16 pathway. 

Pupils engage in a programme and become more resilient, are provided with new experiences and have their self-belief and confidence improved. 

Students feel more prepared for leaving school and moving into their chosen Post 16 pathway. 

RDN  £1,330 

NCS 

£350 FSM 

June 2021 
Resilience Camp 

21/22 

Year 8 

Due to the pandemic the year 7 cohort of 20/21 did not experience the year 7 resilience camp. 

Year 8 pupils will therefore have the opportunity to develop their resilience skills and improve their confidence at camp. 

Pupils will have the opportunity to work with their peers and staff to demonstrate the resilience they have built up through their lessons in year 7. 

Students build resilience and develop a team work mentality. 

A sense of community is developed amongst the students in which students learn to support, care, respect and look out for each other. 

Students become more independent and have increased resilience, self-belief and better communication skills. 

JLE/CMI  £3,000  Sept 2021 
Reading interventions to targeted layers of students  As a result of the pandemic there is evidence of gaps in reading development in the years 7 and 8 cohorts.  Therefore a layered approach is required  

  • Rapid plus reading scheme 
  • Small group reading withdrawal  
  • Peer reading scheme  
  • Electronic library to be purchased 

 

Training for staff 

Close the reading gaps and bring students’ reading ages  closer to their chronological ages.  VMO   

£1,452.69 

 

 

 

 

 

£520 

 

 

 

 

 

 

 

By Easter 2022 

Targeted live and recorded lessons delivered by specialist company ‘Impress the examiner.’ Year 7 and 8 students   Students in Years 7 and 8 missed formative learning at the end of Primary school causing large gaps between students. The Impress KS3 course is designed to catch up on missed content at KS2 in order to ensure that students have knowledge in line with chronological expectations.    GRO  £5,000   
Targeted live and recorded lessons delivered by specialist company ‘Impress the examiner.’ Year 10  This Impress course is designed to ensure that gaps in knowledge on entry to KS4 as a result of lockdowns are addressed in order to ensure students can make rapid progress.    GRO  £5,000   
        £32,317.69   

 

Wider strategies

Chosen action/approach   What is the evidence and rationale for this choice?  Desired Impact  Staff  Cost  Phase 
Targeted support for students whose low self-esteem and emotional resilience has significant impact on their academic progress, particularly those students who are part of the succeed cohort 

  

Students’ experiences of the lockdown period will have been very varied. For some, it will mostly have been a safe and enjoyable time. For others, it will have been challenging or traumatic. For these students they will benefit from support/counselling and highly skilled mentoring from trained staff and specialists including the use of resources such as PiXL ‘Build Me Up’ to help them re-engage with school, particularly some of those who are from disadvantaged backgrounds and those in care. Allow for time to develop approaches and strategies which can be used develop emotional approaches bespoke to the needs of the students  

Pathways to Positivity will provide face to face workshops and online workshops for staff and targeted pupils. 

Resources used in the sessions will then be available to support all students within the academy and embedded within the form time curriculum. 

  • Sessions are developed which help staff to better support students holistically in terms of the challenges due to the pandemic 
  • Bespoke targeted support for those students with significant needs or who have been adversely affected due to the school closures. 

  

RDN, SCO  £0 UniConnect Funded    
Increase cultural capital through engagement in educational trips and cultural experiences  Students have not accessed wider cultural  learning throughout the pandemic.  It is imperative that students experience the wider society and a wider range of the arts. 
  •  
  £4,000  Ongoing 
Parental engagement 

  

Parental support is crucial to support students to succeed.  Parents have played a key role in supporting children to learn at home and it will be essential that continue to work with families particularly in terms of self-isolation or further closure. 

  • Increased communication using text messages/postcards, daily tweets and letters to ensure they are informed of the best ways to support the child’s learning 
  • Working with families to reduce anxiety and encouraging attendance of students in line with government expectations 
  • Increased engagement with school to ensure students are supported to improve outcomes 
  • Parents are better informed and where additional resources. need to be deployed this can be done in a timely manner.  
JLE,   £0  Ongoing 
Rewards/incentives   To boost attendance & motivation during scheduled intervention sessions  Raises the profile and celebrates students who engage well and raises the profile of good attendance and motivation.    JLE  £2,000    
           
Infrastructure upgrade   Broadband Upgrade 

 

      £1,216.61 

 

1 
Visualisers        £935.96   
        £8,152.57   
      Overall total  £50,600   

 

 

The Featherstone Academy