Catch Up Funding
Covid 19 Catch-Up Premium and Curriculum Expectations 2021-22
Children and young people across the country 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 aggregate impact of lost time in education will be substantial, and the scale of our response must match the scale of the challenge.
The package in 2021-2022
• A one-off £302 million Recovery Premium, building on the Pupil Premium, to further support pupils who need it most. The average primary school will receive around £6,000 extra, and the average secondary school around £22,000 extra. This will help schools to bolster summer provision for their students or for evidence-based approaches for supporting the most disadvantaged pupils from September 2021.
• £200 million to expand tutoring programmes. This will fund an £83 million expansion of the National Tutoring Programme; a £102 million extension of the 16-19 Tuition Fund for a further year to support more students in English, maths and other vocational and academic subjects; and £18 million funding to support language development in the early years.
• £200 million for secondary schools to deliver face-to-face summer schools.
The interventions and their implementation outlined within this plan are based around the advice and guidance provided by Sir Kevan Collins, Recovery Commissioner.
The Commissioner’s advice focusses predominantly on ‘catch-up’ actions starting from Autumn term 2021 onwards. He has used evidence to focus the work on the potential interventions of greatest impact for children and young people, society and the economy, notably including identifying how schools, early years settings and
colleges can support catch-up through their ongoing work and looking at how existing DfE programmes can be pivoted towards helping with education recovery. His guidance is informed by evidence and data, and consideration has been given as to how schools and the system can more effectively target resources and support at pupils and areas in greatest needs
Funding in scope across the three years:
2020-21: Catch-up Premium (one-off grant) + Pupil Premium
2021-22: Recovery Premium (one-off grant) + Pupil Premium (new grant
2022-23: Pupil Premium
As a Trust, we will build our catch-up/ recovery and pupil premium strategy around three key strategic priorities:
1. Whole-school approaches: support the quality of teaching, such as staff
2. Targeted approaches: provide targeted academic support, such as tutoring
targeted approaches; and
3. Wider strategies: tackle non-academic barriers to success in school, such as
attendance, behaviour and social and emotional support
We will be adopting a strategic approach to deploying the funding, using the tiered approach and devolving all funding to schools who must plan within the approach using this template.
Step one: Assess - undertake diagnostic assessment of pupils wellbeing and learning
needs in schools across the trust. Most trusts are putting in place diagnostic assessment to assess the gaps in the knowledge for all pupils across all schools in the trust.
Step two: Plan - analyse the data to determine the priorities for funding and create a plan.
Step three: Do – implement the plans. Ensure the programme is an integral part of your trust’s approach to curriculum (including the wider curriculum beyond the school day) and professional development. (Note that an approach to tuition which is dislocated from the curriculum or a ‘bolt-on’ is unlikely to be effective. A programme which is linked to the curriculum and focused on the areas where pupils would most benefit from additional practice or feedback is likely to have the most impact.)
Step four: Review - review the impact and where necessary, refine the approach. Keep your approach under review so that you are considering the impact and refining where necessary.
We will ensure our strategy is balanced between longer-term sustainable approaches to supporting the quality of teaching through evidence-informed professional development and shorter-term targeted interventions like tuition.