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Summary information |
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Total number of pupils: |
1070 |
Amount of catch-up premium received per pupil: |
£54.47 |
Total catch-up premium budget: |
£58,280 |
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The school’s catch up priorities are also those of the Russell Education Trust. They also describe the core approaches taken, intended to help students catch up on missed learning and the overall aims of the strategy. They are
Years 11 and 13 missed significant elements of their examination courses due to lockdown. At the time, these priorities were put together these students also faced a likely change to the assessment model for their examinations. This turned out to be relatively limited, but it is still possible, at the time of writing (Dec 2020), that further changes will be made. Curriculum modification was necessary to ensure that specification content could be covered given the restrictions of lockdown without detriment to student outcomes.
There was an impact for years 10 and 12 too as they were unlikely to be able to start their examination courses in the normal way and the impact of this had to be mitigated.
This was to support the initiative above and ensure that a blended learning approach would be successful in the event of students having to self-isolate. In addition, it was to enhance the future delivery of minority and/or hard to staff subjects post-COVID. All students self-isolating benefit from blended learning from our VLE, MS Teams (live teaching) and Show My Homework – our main communication tool.
Differential engagement in learning and effectiveness of this has not only limited all students learning but there is a risk of increased gaps between students and student groups. This presents ongoing challenges during this academic year. Circumstances for students who have to isolate are different to those during lockdown when it applied to all students, and this needs to be accounted for.
Even without COVID, the school is always mindful that an attainment gap can develop and grow during secondary education, whether for an individual or a group. A strategic aim is for us to address this and as and when it occurs. COVID requires us to work on it now to limit further impact caused by the disruption.
SEND students have required a great deal of support and intervention during lockdown and since with many of them being taught in school or with a specific provision provided by staff on a 1:1 basis. Additional new staff have been brought in to assist with this and additional resources have been created. Annual reviews have all included details of how students are coping or not and 1 page profiles have been re-written to include new strategies to support staff and students.
Students and staff dealt with a range of emotional stress emerging directly from lockdown or indirectly because of the impact it has had on their families. Identification and support for those who needed it was an important factor on the return to school.
Barriers to future attainment |
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Academic barriers: |
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A |
Students in examination year groups who missed a substantial part of their teaching in normal classroom conditions are most at risk of their life chances suffering as a result of covid. In particular, this affects Year 11 because Year 13 classes are smaller and ‘normal conditions’ were more possible during lockdown. |
B |
Students in non-examination year groups who need to catch up on missed learning. |
C |
Professional development needs for teachers who missed half of their initial teacher training or NQT programmes. |
Additional Barriers
External barriers: |
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D |
Attendance is a key issue. At the start of the academic year, it was particularly important to establish routines and capacity to respond to individual occasions of student absence. |
E |
Students who present with emotional needs, including those related to trauma, and may request access to office staff or have hardship concerns as a result of parents losing income. |
F |
Some families have limited access to technology and broadband. |
Please note, these are not the only initiatives being undertaken by departments and year teams to ensure students are on track post COVID lockdown. Subject Development plans and Year Group Development plans outline all strategies. Below are the strategies using post lockdown 'catch up' funding.
Quality of teaching for all |
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Action |
Intended outcome and success criteria |
What’s the evidence and rationale for this choice? |
Staff lead |
Cost |
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Art equipment |
Equal access to resources |
Students who have missed teaching time to be given specific equipment for home use. |
DBA |
£400 |
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Drama teachers |
Team teaching allowing for modelling and intervention. |
Ensure CPD for less experienced staff |
LBA |
£150 |
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English SPAG starters |
Improved SPAG standards across all year groups. |
Post covid assessments indicate impact of disrupted provision. |
AFO |
£200 |
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Maths coaching and observation |
Improve quality first teaching, including in A level |
New and less experienced staff need to develop their teaching with effective differentiation and the new demands of first year A level |
HBA |
£2100 |
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Music blended learning |
Ensure a blended learning approach is ready |
Resources need to be adapted in the event of student self-isolation |
PRO |
£300 |
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Music resources |
Improve the support materials |
Some students did not engage fully during lockdown. |
PRO |
£200 |
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Science peer observation |
Improved quality of teaching and learning |
Less experienced staff need coaching to ensure rapid progress following lockdown |
HMA |
£250 |
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Science resources |
Ensure a blended learning approach is ready |
Resources need to be adapted and purchased to ensure good provision in the event of student self-isolation. This includes for year 7 students who missed year 6 provision and online platform for homework. |
HMA |
£1500 |
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Spanish resources |
Additional resources to ensure progress |
Extra grammar and work books for students to work at home, also includes cost of printing differentiated materials. |
PMA |
£300 |
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Home learning books |
Additional books to support home learning |
Ensure a consistent quality of resource |
ASE |
£6200 |
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Total budgeted cost: |
£11,700 |
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Targeted support |
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Action |
Intended outcome and success criteria |
What’s the evidence and rationale for this choice? |
Staff lead |
Cost |
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English intervention KS4 - tutoring |
Ensured desired level of understanding in particular topics |
Analysis of progress shows some students need additional help |
AFO |
£2000 |
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Maths intervention KS4 - tutoring |
Ensured desired level of understanding in particular topics |
Analysis of progress shows some students need additional help |
HBA |
£2000 |
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Music mentoring |
Ensure understanding for year 11 students |
Lockdown impacted on practical subjects, students need individual attention |
PRO |
£300 |
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Psychology / sociology intervention |
Strong outcomes in A level results |
Ensure capacity in place to drive outcomes |
ASE |
£8892 |
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Science intervention KS4 - tutoring |
Ensured desired level of understanding in particular topics |
Analysis of progress shows some students need additional help |
HMA |
£2000 |
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Total budgeted cost: |
£15,192 |
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Other approaches |
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Action |
Intended outcome and success criteria |
What’s the evidence and rationale for this choice? |
Staff lead |
Cost |
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Additional attendance staffing |
High standards of attendance, and limited numbers of persistent absentees. |
Enable swift action for all absences so patterns are not allowed to develop. |
JSH |
£12,480 |
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Counselling support |
Ensure support for students who have suffered trauma during lockdown |
Remove barriers to attendance and ensure all students are able to engage in learning |
DCA |
£2000 |
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Hardship fund |
Support for individual students |
Significantly worse financial circumstances for many families |
ASE |
£1000 |
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Additional office staffing |
Support additional queries and needs from the office. |
A higher demand for first aid, absence, general questions and queries |
NC |
£3744 |
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Total budgeted cost: |
£19224 |
Additional Information
In this section you could annex or refer to additional information which you’ve used to support the sections above. For example: