Catch Up Funding
Coronavirus (COVID-19) catch-up premium
St Alban’s Catholic High School will use the additional one off COVID-19 Catch up Funding for the 2020-2021 academic year to support the students in our school through this pandemic.
To this end we have spent:
- £8,000 on computer equipment to enable remote learning and learning when in the classroom
- £9,000 on additional text books and online resources
- £3,000 on appointing a Digital Leaning Co-ordinator for this 2020/21 year.
We will be spending:
- £40,000 on two new Fixed Term Academic Progress Worker roles in the school to work with students on their online and in school learning. They will work with the Heads of Year and Subject Leaders to run an early intervention programme to identify students with potential and emerging learning needs, working with small groups and one to one with pupils as required to support catch up learning.
Literacy and Numeracy catch-up premium
The literacy and numeracy catch-up premium gives state-funded schools, including special schools and alternative provision settings, additional funding to support year 7 pupils who did not achieve the expected standard in reading or maths at the end of key stage 2 (KS2).
2018-19 academic year
In the 2018-19 academic year the allocation was £5893 for 42 students, with a scaled score of below 100 in reading and/or mathematics.
By the end of the Summer term 2019 59% of the relevant students were on or exceeding their expected targets in Maths and 90% of the relevant students were on or exceeding their expected targets in English.
How we used the Catch-up Premium in the 2018-19 academic year
This money was targeted specifically at intervention work outside the classroom setting.
The school employed a qualified primary trained teacher to specifically work in English, delivering the Spellzone spelling intervention twice weekly for all those whose spelling standardised scores on entry to Year 7 were below 85 and also coordinated the Rapid Plus Reading intervention for all those whose standardised reading scores on entry to year 7 were below 85.
In addition further assistance was provided through liaison with the Maths department to deliver small group intervention both in and out of the mainstream classroom.
At Key Stage 3 up to 8 students were identified as needing support through the transition with particular focus in English and Maths. To ensure that the funding was deployed effectively, annual reviews were undertaken to coincide with any students who have EHCPs to demonstrate progress that had been achieved against their outcomes and also the impact across the curriculum.
Looking ahead during the next academic year we will be coordinating the Skills Based Foundation Studies class for Year 7 students identified as not yet ready for mainstream curriculum in Maths, English, Science and Humanities.