Catch-up premium funding is to support children and young people in catching up lost time after school closure.  This is especially important for the pupils identified as disadvantaged.  To support schools in making the best use of this funding, the Education Endowment Foundation (EEF) has published a coronavirus support guide for school with evidence-based approaches to catch up for all students. We have adopted this guidance to help develop our teaching, target academic support and other wider strategies.

Click here to view our catch up premium plan for 2021/2022.

We recognise the difficult situation which children and families have found themselves in during the past six months. Carpenter (2020) describes the five potential losses and associated consequences for children during this time as:
1, Loss of routine
2, Loss of structure
3, Loss of friendship
4, Loss of opportunity
5, Loss of freedom

Having considered a range of research from the Chartered College of Teaching and EEF, we have constructed our own three stage recovery programme:

A priority in autumn term will be to reconnect with children and establish strong relationships and routines. Children will take time to adapt to school life following such a lengthy break. As such, our ‘establishment phase’ will continue for the full first half term. Children will spend time each day reconnecting with their peers, the teaching teams and the school values. Where appropriate, teachers will ensure children have opportunities to discuss their worries in a safe environment. All classes will continue to have worry boxes, which is an established expectation in our school already. All classes will have weekly PSHE lessons where they will be able to build trust in their class teams; rebuilding the sense of community. As part of PSHE, children will explore the expectations of a John Ball pupil and how best to demonstrate an understanding of this through our school values.
Additionally, all children will undertake an activity called ‘the happiness box’ as part of their home learning.

Children have been learning incredibly well during their time away from the physical school; we cannot thank our parent community enough for supporting us in ensuring that the curriculum continued to be delivered. However, we also recognise that learning from home is very different to that of learning in school. Furthermore, we know how important it is to ensure that all year group content is covered in depth to ensure that confusion does not occur when new concepts are covered in the future. 

Building resilience will be a key component in our recovery planning. Resilience can takes many forms, for example: – Resilience of behaviour: students demonstrating appropriate behaviour for learning over sustained periods of time; – Resilience of self: students demonstrating the ability to apply selfregulation strategies; – Resilience and stamina: students demonstrating the stamina required to focus on whole lessons for a full day; – Resilience of the school: detailed contingency plans in the event of future school closure. Throughout our curriculum planning, you will see a range of opportunities for these skills to be developed. For example, in autumn term, teachers will respond to the children by breaking up longer lessons into smaller, more manageable chunks. This will grow over time, until children are comfortable in engaging for the expected length of time for their age and ability.