COVID-19 Catch Up Premium Spending: Summary
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Summary information |
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Total number of pupils: |
156/772 |
Amount of catch-up premium received per pupil: |
£80 |
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Total catch-up premium budget: |
£48560 |
Total budgeted |
£49450 |
Strategy Statement
St Andrew the Apostle School has had success over time in progress for Pupil Premium students. The 2018 Ofsted report found that “Disadvantaged pupils make stronger progress than other pupils nationally and their outcomes are well above national averages in GCSE English and mathematics.”
In 2019 GCSE results, a positive gap of approximately 0.6 using the P8 measure existed between PP students and the remainder of the cohort. In 2018, there was a very small (0.04) negative gap between PP students and the remainder. These outcomes eclipse national averages, clearly.
However, in the 2020 GCSE results (CAGs), a negative gap of 0.5 existed between PP students and the remainder of the cohort. The school is concerned about this gap but notes the impact the Covid-19 school closure had on CAGs, with many PP students likely to have ‘caught up’ if school remained open until June.
We completed an analysis of student needs in September 2020, following the period of school closure in 2019-20.
- From this analysis we set our priorities for catch-up in this academic year as:
- Transitioning students effectively back into school; ensuring excellent attendance and effective pastoral care;
- Supporting students’ literacy to enable their progress across the curriculum in spite of missed learning last academic year;
- Altering curriculum delivery to suit the needs of students in KS4 with revised exam specifications and to suit the needs of students in KS3 given missed learning in 2019-20.
Our overall aim is to raise the attainment of all students across the curriculum, to close the gaps created by COVID-19 school closures and especially to further close gaps in progress and attainment between our disadvantaged students and their non-disadvantaged peers in line with our School Development Plan.
To this end we have decided to spend our catch-up funding in the following areas:
Attendance
Specific targeted support for PP and SEND students
Ensure quality of teaching and learning is high despite probable staff absences due to COVID related issues.
Barriers to learning
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Barriers to future attainment |
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Academic barriers: |
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A |
KS2 banding – general ability. PP students at STA are less likely to be in Higher KS2 scores banding, for example 30% vs 40% in current y11. |
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B |
Missed learning in 2019-20; units not covered or not covered to the normal depth; difference between students who engaged effectively with home learning and those who did not. |
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C |
Smaller gaps seem to exist in non-literacy based subjects, indicating a general possible literacy deficit |
Additional Barriers
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External barriers: |
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D |
Some PP students have lower attendance than school averages: this was 90% vs 94% during Sep-Dec 2020. This is in line with national averages https://schoolleaders.thekeysupport.com/pupils-and-parents/absence-and-attendance/abscence-and-attendance-requirements/attendance-data-pupils-eligible-for-free-school-meals/#section-1 |
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E |
Some PP students have a greater tendency to have a social worker or receive ‘Early Help’ by approximately 6:1 compared to other students. |
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F |
Some occasional and discrete ICT access issues |
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G |
Increase in anxiety and mental health needs amongst the student body in 2020. |
Planned expenditure for current academic year
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.
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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 |
| Source and provide Mental Health First Aid Training | Reducing impact of Covid 19 on students’ mental health, promoting their ability to make progress | https://www.thelancet.com/journals/lanpsy/article/PIIS2215-0366(20)30570-8/fulltext | CS | £900 |
| Employ Inclusion and Safeguarding officer | Determine causes of low achievement, pre-empt safeguarding concerns for vulnerable pupils | https://post.parliament.uk/covid-19-and-the-disadvantage-gap/ | CS | £7000 |
| Utilise senior staff designated role | Narrowing PP gaps and support for LAC, SEND and vulnerable students | Strategic oversight of support from designated person for looked after children, SENCO contribution, safeguarding contribution | CS | £5000 |
| Use Invigilators for mock 1 examinations | Improved outcomes for Y11 students | Exam experience to prepare for GCSE exams, especially as this year group did not have Y10 exams. | MM | £1250 |
| Deploy Supply Teachers | Maintain high quality of Teaching and Learning | To support lessons where CEV staff deliver remotely. To ensure school is kept open as far as it can with staff absence due to COVID. | KM | £10000 |
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Total budgeted cost: |
£24150 |
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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 |
| Work with EWO on raising attendance for selected PP students |
Improved attendance of PP students Narrowing attendance gap |
Attendance gap exists | CM | £4650 |
| Supply revision materials, including (Core subject online textbook subscriptions | Mitigate ‘digital poverty’, replace access in school to physical resources during lockdown | Emergence of gap in PP progress as a result of Covid | CS/MM | £3000 |
| Use school learning mentor to work with PP students’ SEMH |
Improved attendance, behaviour and progress Exam outcomes |
Referrals to Learning Mentor higher amongst PP students. Impact of poor SEMH on progress https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/meta-cognition-and-self-regulation/ |
CM | £3300 |
| Utilise Teaching Assistants, Support for SEN and PP students, small group work and in class |
Adjustments to resources and T&L Narrowing of achievement gaps |
https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/ | CS | £4000 |
| Calendar catch up days | Maximise outcomes | Drop down days for relevant subjects | MM/JF | £1500 |
| Provide Y11 mentoring | Support for Y11 students | Dedicated 1 to 1 support for vulnerable Y11 students | CM | £2500 |
| Provide alternative provision | Improved attendance for PP SEN student(s) in SEMH specialist provision | Supporting vulnerable students in improving attendance | CS | £2250 |
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Total budgeted cost: |
£21200 |
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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 |
| Provide school uniform provision | Reduce risk of low attendance owing to lack of resources for uniform | To ensure vulnerable students are able to be part of our community. | KM | £1500 |
| Employ lunchtime supervisor | Safeguarding during lunchtimes | To add another layer of staffing so that school can operate split breaks and split lunches across our split site. | KM | £2250 |
| Provide ICT equipment for staff | Support remote Teaching and Learning | Ease for staff teaching remotely in specific subjects. | KM | £350 |
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Total budgeted cost: |
£4100 | |||
Additional Information
Information derived from Education Endowment Foundation Teaching and Learning Toolkit (https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/) , school data software (SISRA), DfE Local Authority Interactive Tool (https://www.gov.uk/government/publications/local-authority-interactive-tool-lait) , A New Direction (https://www.anewdirection.org.uk/research/pupil-premium-case-studies), the Key (https://schoolleaders.thekeysupport.com/pupils-and-parents/absence-and-attendance/abscence-and-attendance-requirements/attendance-data-pupils-eligible-for-free-school-meals/#section-1) and discussion with middle leaders, senior colleagues and parents.