Catch Up Premium 2020-21
During lockdown which started in March 2020 most students were unable to attend school, in September 2020 the school opened to all students. Students not attending at this time received weekly welfare checks and remote tuition from their class teachers.
On return to school in September 2020, the focus of our recovery curriculum has been on social emotional learning to support the physical, mental health and well-being of the students, this includes outdoor learning, re-establishing routines, focusing on teaching communication and numeracy skills and beginning to broaden the curriculum as students begin to settle back into school.
|Number of students||187|
|Total amount of spend||£37440|
|Break down of spend||TA 1
Literacy and Numeracy Training
|Summary of spend:|
|In conjunction with our pupil premium strategy we have adopted a 3-tiered approach to implementing strategies to help compensate for the negative impact of school closures during the COVID-19 pandemic which includes teaching and whole school strategies, targeted supported and wider strategies.
In order to create capacity and flexibility to deliver on these strategies two temporary Teaching Assistants have been employed. These will allow us to back fill staff absence as a result of COVID allowing teaching and learning to continue and also to create capacity for middle leaders and other staff on delivering interventions.
|Teaching and whole school strategies|
|To continue to increase the amount of high quality teaching we have invested in a range of CPD to support curriculum planning and to further meet the needs of our students. Some of this CPD is being run internally and some by external professionals. To create capacity for middle leaders to deliver training a TA has been employed to increase capacity and flexibility:
We have a focus on improving communication and as part of this, 8 staff have engaged in Makaton training and this is now being cascaded across the academy to implement a consistent approach.
Literacy and reading
Staff have engaged in training on developing techniques and strategies to teach literacy for our more able learners, this is being implemented within the Red pathway.
Sensory and physical needs
Staff have engaged in CPD on developing pedagogy for students who have physical and sensory needs, this is being implemented within the Blue and Yellow pathway.
|Some students have been identified as requiring focused support to their learning to help them catch up:
> 1:1 Speech and language sessions
> 1:1 Sensory programmes
|As part of our recovery curriculum we have had a strong focus on supporting students social, emotional and mental health wellbeing. There are a number of strategies we are adopting:
Readiness to learn
We have adopted a new trust wide policy ‘Readiness to learn’ which has replaced our behaviour policy, which recognises that any behaviour is a form of communication. By analysing and reflecting on the behaviour we can support the students to self regulate themselves. CASS plans (consistent approach to supporting students) have also been introduced to support with intervention work and for some to help reduce the need for physical intervention. All staff will receive training around this and induction materials will be created.
Trust wide implementation of THE GREAT DREAM
This is from ‘Action for Happiness’; it is based on research of ten keys to happier living that consistently tend to make people’s lives happier and more fulfilling.
Zones of regulation
The Zones is a systematic, cognitive behavioural approach used to teach self-regulation by categorising all the different ways we feel and states of alertness we experience into four concrete coloured zones. The Zones framework provides strategies to teach students to become more aware of and independent in controlling their emotions and impulses, manage their sensory needs, and improve their ability to problem solve conflicts. All staff will receive training around this and induction materials will be created.
1:1 Thrive sessions
Thrive® promotes children’s and young people’s positive mental health by helping adults know how to be and what to do in response to their differing and sometimes distressed behaviour. The Thrive Approach®is based on established neuroscience, attachment theory and child development, the Thrive Approach provides training and an online profiling and action-planning tool to equip adults with the knowledge, insights and resources needed to develop the relationships that help children and young people to flourish and learn. Our thrive practitioners will support identified students through 1:1 sessions.
1:1 Drawing and talking sessions
Drawing and talking is a therapeutic approach to supporting children who have mental health problems. We have 2 licensed practitioners that will carry out 1:1 support with identified students.
All classes will be engaged in going outside to walk for their daily mile to promote their physical and mental wellbeing in a safe way. Extra TA support will be used to enable this.
Outdoor learning and Forest school
All classes will access outdoor learning as part of their curriculum to develop resilience, self-awareness, confidence and self-esteem.
Support from additional professionals (OT, Ed Psych, CAMHs)
We employ an occupational therapist to work in the school for one day a week to device programmes that can be implemented by staff to benefit students with sensory needs.
We have purchased a SLA with an Educational psychologist who provides individual and group advice to Staff to support identified students.