Evaluated-COVID-19_catch-up_premium_report-_Portland-1
Evaluated COVID-19 catch-up premium report
Our Coop ‘Ways of Being’ drives all strategic decisions:
Be yourself, always
Do what matters most
Show you care
Succeed together
Here at Coop Academy Portland we are committed to providing the highest quality education for all our children regardless of background or barrier to learning in all aspects of school life.
“Children from disadvantaged backgrounds are likely to have been more affected particularly severely by closures and may need more support to return to school and settle back into school life. Whilst all pupils will benefit from the EEF recommendations, it is likely that some forms of support will be particularly beneficial to disadvantaged.”
(Covid-19 Support Guide for Schools – June 2020)
● Teaching - great teaching is the most important lever schools have to improve outcomes for their pupils
● Targeted Academic Support - there is extensive evidence supporting the impact of high-quality one to one or group tuition as a catch up strategy. Tuition delivered by qualified teachers is likely to have the biggest impact
● Pupil Assessment and Feedback - assessment information can help teachers determine how to most effectively support their pupils. Every pupil will have been affected differently by Covid-19. Setting aside time to enable teachers to assess pupils’ wellbeing and learning needs is likely to make it easier for teachers and other school staff to provide effective support
● Wider Support - schools have provided extensive pastoral support to pupils and families during the pandemic. Additional support in the new school year could focus on providing regular and supportive communications with parent, especially to increase attendance and engagement with learning
COVID-19 catch-up premium spending: summary
SUMMARY INFORMATION
Total number of pupils: | Total catch-up premium budget: |
Currently 158 (Catch-up funding based on 151) | £12,080 |
STRATEGY STATEMENT
Coop Academy’s catch-up priorities:
Amount of catch-up premium received per pupil:
£76.45
(Catch-up funding based on £80 per pupil)
● Coop Academy Portland serves the area of Birkenhead North, which is one of the most deprived boroughs nationally (one of just 5 neighborhoods in the UK ranked consistently among the most deprived 100 LAs since 2004 [IMD]) with half of all children living in low-income households (3x national average). This significantly impacts learning engagement; self-esteem and aspirations for future life, and key skills in language, literacy and arithmetic ● Our catch-up priorities focuses on language development in the early years and tries to impact on improving feelings of ‘I can do this’ in mathematics. Mathematics is an area identified in question level analysis where gaps in learning are most pronounced, particularly for our disadvantaged children, and where pupil confidence is low. Arithmetic including basic number knowledge, times tables and four operations have been identified as key skills to access a secondary school curriculum and a focus on upper KS2 mathematics gaps have been consequently identified as a priority area for learning acceleration
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The core approaches Coop Academy Portland are implementing and how these will contribute to helping pupils catch up missed learning:
● Coop Academy Portland are primarily focusing on 1:1 work as a catch-up model based on recommendations by the EEF in both Reception focusing on language development through the NELI programme and in Year 6 through the 1:1 maths tutoring programme; this will contribute to addressing key vocabulary gaps with our younger children and allows for bespoke plugging of arithmetic gaps in basic number knowledge, times tables and four operations.
● Investment in a large scale maths programme delivered by a company called PET – XI will also be purchased from the Covid-19 catch-up funding which involves all Y5 and Y6 pupils in 3 full days. Start of task and end of task assessment ‘snap-shots’ will be taken in a high-energy, ‘active’ way which supports our quest to improve self-esteem and engagement with maths.
The overall aims of your catch-up premium strategy:
● Coop Academy Portland aims to address language development issues in Reception and encourage feelings of positive self-worth and success following completion of a programme of study. ● We aim to improve confidence in maths and address explicit arithmetic gaps in skills and knowledge with our upper key stage 2 children, particularly our disadvantaged children. ● We aim to ensure a readiness for the Year 1 curriculum following a Reception focus on language development.
● We aim to raise the attainment of arithmetic and ensure a readiness for secondary school with our Year 5 and Year 6 pupils.
Barriers to learning
BARRIERS TO FUTURE ATTAINMENT
Academic barriers:
A |
B |
C |
Language development including vocabulary use and ‘Speech and Language’ issues
Low levels of literacy and numeracy skills
Poor engagement to learning, low aspirations for future careers and low self-esteem and confidence
ADDITIONAL BARRIERS | |
External barriers: | |
D | Persistent absenteeism with disadvantaged learners |
E | Parental engagement |
Planned expenditure for current academic year
Quality of teaching for all | |||||
Action | What’s the evidence and Intended outcome rationale for this choice? and success criteria | How will you make sure it’s implemented well? | Staff lead | When will you review this? | Evaluation and Impact |
To deliver 3x days with high energy practitioners engaging and challenging negative maths | EEF identifies Behaviour Pupils’ feel more engagement strategies can have a equipped to tackle moderate impact on learning, but maths problems and more importantly outlines how see themselves as necessary this if for learning to take mathematicians who place | All staff aware of the programme and key upper key stage 2 staff to witness high energy practitioners at work learning from alternative assessment opportunities | Mrs Peace (Interim SEND) | Review impact at after each day’s session and between assessment data drops in | Only 1 out of 3 days completed due to local lockdown in spring term 2021 and then a no visitor policy in summer 2021. The 1st was incredibly successful however with ALL children completing 2-step problems independently at the end of the day (differentiated)and completing an average of 15 additional arithmetic questions on the 2018 sample SATs arithmetic paper. |
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mindset and promoting self-regulation of pupils in Year 6 addressing gaps in arithmetic, particularly disadvantaged learners with interim tasks and challenges to maintain momentum between sessions | EEF looks at self-regulation through can succeed; an the development of self-regulation average of 5 months’ and executive function and reports progress with this is consistently linked with disadvantaged successful learning, including learners across 4 mathematics and problem solving. month period (Dec to Strategies that seek to improve March) learning by increasing self-regulation Accelerated progress have an average impact of five in basic number additional months’ progress (EEF knowledge, times 2018) tables and four operations DfE’s catch-up premium guidance documented with start and end task EEF’s COVID-19 support guide for improvements schools | Clear meetings with PET-XI team to share pupil information and maths prior learning to ensure teaching is tailored effectively. Regular updates between engagement days to share what is going well and for more support for staff and pupils if needed. | Mrs Moscrop (Maths Lead, Year 6 teacher) Mrs Allen (Assessment Lead) | school to see direct impact on arithmetic attainment at Feb (mid-year) point Pupil voice at Feb (midpoint of year) will reflect impact on engagement and feelings of ‘I can do maths’ | Follow up sessions in close succession as planned would have consolidated learning more effectively and given a longer term sense of becoming a mathematician. |
Total budgeted cost: | £3,500 | ||||
Targeted support | |||||
Action | What’s the evidence and Intended outcome rationale for this choice? and success criteria | How will you make sure it’s implemented well? | Staff lead | When will you review this? | |
To deliver the Nuffield Early Language Intervention (NELI) project from January 2021 to June 2021 over 20 weeks. This involves small-group and one-to-one language teaching sessions for reception age children identified as needing targeted language support. Children who would benefit from NELI are identified by an initial app-based assessment of pupils’ oral language, called LanguageScreen. The intervention by trained school staff, such as a teaching assistant. | Several EEF trials have found that pupils’ oral language NELI improves both children’s oral improves by three language and early literacy skills. A months of additional recent trial of the programme found progress that children made on average compared to children in the comparison group – making NELI the most robustly evaluated early language intervention available in England. DfE’s catch-up premium guidance EEF’s COVID-19 support guide for schools | All staff involved are trained and know the steps of the programme and the aims of it The programme schedule is adhered to with the wider staff team and parents fully aware of the priority of this programme in catch-up and progress | Mrs Peace (Interim SEND) Miss Smith (SEND Support) Mrs Walsh (English Lead) | Review impact at 10 week mark (mid-program me review) and again at the end of the 20 week programme. | 60% of the disadvantaged cohort completing the 20 week NELI programme improved by 3 months in the final WELCOM assessment. A significant factor in the effectiveness of this intervention was pupil attendance. All children who attend for over 96% of sessions improved by the 3 months. The target was 4 months progress but this was not met due to wider additional needs of the children undertaking the intervention i.e. SEND, EAL |
To deliver high quality 1:1 maths tuition to Year 6 pupils with a focus on arithmetic | A recent research paper by the Pupils to achieve Education Endowment Foundation over 80% on their (EEF) states that university trainees Arithmetic SATs and recent graduates can give paper and for this disadvantaged primary pupils learning to impact on small-group tuition which can boost confidence feelings of their maths results by three months’ ‘I can do maths’ | External company will run the programme; endorsed by the MAT CEO and regular meetings with project lead to monitor and track content and progress will be oragnised with Year 6 teacher and Maths lead and Assessment Lead | Mrs Moscrop (Maths Lead, Year 6 teacher) Mrs Allen (Assessment Lead) | Half termly review with pupils, project leads, external tutor and assessment lead to monitor impact | 1:1 maths tuition was the most effective programme for directly impacting on raw score data in arithmetic. Final arithmetic assessments in the past 2019 SATs paper put tutored children improving on average by 14 marks. For almost all of the 12 children, this equated to a scaled score closer to the expected standard - putting the children as ‘near misses’ which demonstrates progress from the previous year’s outcomes. |
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over the course of a year. (EEF). Three months extra (EEF 2018) progress for disadvantaged pupils | of 1:1 practices | ||||
Total budgeted cost: | £8,580 | ||||
Other approaches | |||||
Action | What’s the evidence and Intended outcome rationale for this choice? and success criteria | How will you make sure it’s implemented well? | Staff lead | When will you review this? | |
Academic Mentor for EYFS secured for Jan 2021 Involvement in ‘Birkenhead Regeneration Project’ across academic year 20/21 | These are significant barriers to 1:1 and small group learning for our children work in Reception and Year 1 on communication, language, literacy and arithmetic The project is a local multi-agency To improve early project, funded by national charities identification including Shine, MIND and the processes for SEND Morgan Foundation supporting and vulnerable SEND and disadvantaged children in children so that schools and their communities; we teaching can be are involved because of the tailored effectively for resources for monitoring small steps need in order to close of progress to help monitor the the attainment gap. impact of our class-based catch-up To ensure budgets work and the network of support to can be effectively facilitate learning in our most allocated to address vulnerable children and families. priority need of SEND As the project is multi-faceted, a children number of local agencies are involved in their project and will be working with our children as part of their own research tasks including health visitors, social workers and educational psychologists | Clear outcomes and regular meetings with Academic Mentor; clear programme of impact and a well-thought out timetable ‘squeezing the pips’ out of the school day The monitoring programme for the project is already outlined with regular progress meetings and working group meetings to ensure the programme is a success; internal assessments or task will be reviewed after the implementation and evaluated effectively to maximize impact next time. Our SEND children will have their small steps of success monitored and reported and will feel successful | Mrs McMahon (EYFS Lead) Mrs Peace (Interim SEND, Headteacher) Mrs Peace (Interim SEND, Headteacher) Mrs Allen (Assessment Lead) | Ongoing through the year but formally alongside university termly reviews Ongoing through the year but formally alongside project evaluation reviews | Our Academic Mentor was exceptionally effective at engaging our families throughout the lockdown period and beyond Match 8th when the children come back to school as she worked hard to build up a relationship with the wider family for a significant amount of time before engaging in the 1:1 maths work. This meant that take-up was high with all but one pupil attending all sessions (whereas previous lockdown strategies struggled to engage more than 50% of pupils). The year 5 pupils chosen for this programme could only answer a handful of arithmetic questions (maximum 6 out of 20). The average score was 14 out of 20 on end of year maths arithmetic assessments which we were thrilled with. This will continue into academic year 2021-22 as school to school work and external agency involvement was limited due to Covid restrictions. |
Total budgeted cost: | £4,000 | ||||
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