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Catch-up Funding (COVID)


Covid Catch Up Premium Bursledon Federation 2020 – 2021

What is the COVID Catch Up Premium?

Children and young people across the country have experienced unprecedented disruption to their education as a result of coronavirus (COVID-19). The school’s allocation has been calculated on a per pupil basis, providing each mainstream school with a total of £80 for each pupil. As the catch-up premium has been designed to mitigate the effects of the unique disruption caused by coronavirus, the grant will only be available for the 2020 to 2021 academic year. Use of funds & DfE Guidance Schools should use this funding for specific activities to support their pupils. Schools have the flexibility to spend their funding in the best way for their cohort and circumstances. When making decisions about the COVID Catch Up Fund we have made use of a range of research. Work from the Education Endowment Fund has been particularly useful guidance in this practice. Quality First Teaching is the key way in which we close the gap for all of our children.  Within each class, our approach may vary based on the needs of the children in that cohort. This could include small group interventions, 1:1 interventions, additional pastoral care or targeted work with our catch up teacher.  This provision is provided to pupils in order to raise attainment and accelerate progress. Additionally, high quality coaching and training is given to all staff as part of the professional development offer within the school. This raises the quality of the provision that staff provide for all of our children. We continue to provide a high quality, broad and balanced curriculum that meets the needs of our learners. Combined with quality first teaching, our curriculum provides a springboard for learning and to accelerate progress at pace in spite of the national lockdown. The Social, Emotional and Mental Health (SEMH) needs of our children have been at the forefront of our approach, alongside quality first teaching when considering the return to school and the COVID Catch Up premium. Funding will be spent on ensuring children’s SEMH needs are met, thus increasing pupil confidence and behaviour for learning, impacting upon progress and attainment.


 COVID Catch up plan Juniors

COVID Catch up plan Infants


Summary Information



Total  number of pupils


Total  number of pupils


Total catch-up premium budget  


Total catch-up premium budget


Amount of catch-up premium received per pupil    


Amount of catch-up premium received per pupil:



We have adopted a tiered approach when using this fund.

Teaching and whole school strategies:

Great teaching is the most important lever schools have to improve outcomes for their pupils.

 First week 2 weeks of school: dedicated time for wellbeing activities, discussion about lockdown and COVID, calming activities and PSHE 

Assessments in English and  mathematics will  be used to identify pupils who would benefit from additional catch-up support.  Catch up tutor to deliver sessions to specific children to target identified gaps

Providing pupils with high-quality feedback, building on accurate assessment. Feedback is built into all lessons and given during lessons as much as possible. Marking and feedback policy designed to give pupils appropriate feedback.

All pupils will need support to transition back to school.  Back to school transition video for all pupils to explain what school was now like.  Transition events to say goodbye to teacher and meet new teacher.   Year R teachers made transition videos and arranged individual zoom meetings with all parents and children.


Targeted Support

One to one and small group tuition

There is extensive evidence supporting the impact of high-quality one to one and small group tuition as a catch-up strategy. To be most effective the tuition should be linked to the curriculum and focused on the areas where pupils would most benefit from additional practice or feedback. 

Intervention Programmes

In order to support pupils who have fallen behind furthest, structured interventions delivered one to one or in small groups, are likely to be necessary. There is extensive evidence showing the long-term negative impacts of beginning secondary school without secure literacy skills.  Programmes are likely to have the greatest impact where they meet a specific need, such as oral language skills or aspects of reading, include regular sessions maintained over a sustained period and are carefully timetabled to enable consistent delivery. 

Interventions might focus on other aspects of learning, such as behaviour or pupils’ social and emotional needs. - Range of support offered: Nurture group, ELSA,  FIEPS, academic interventions, and Forest School.


Wider Strategies

Supporting parents and carers, virtual coffee mornings

Providing regular and supportive communications with parents, especially to increase attendance and engagement with learning. Seesaw subscription has been provided and all teachers are posting learning/videos on this platform

Parents evening was carried out using zoom.

Access to technology

Lack of access to technology has been a barrier for some children.   The federation has purchased 50 tablets for children that do not have devices at home to access the learning platform.