Covid Catch up Premium Report 2020/2021
In June 2020, the government announced funding to support children and young people to catch up on missed learning caused by coronavirus (COVID19)
Key priorities for Putteridge High School:
Our core aim is to help our students bridge gaps that may have appeared as a result of missing face to face teaching.
We are also committed to ensuring that any social and emotional barriers to learning that may have developed are addressed.
In order to gauge the groups most in need of support, we analysed the progress data produced by teachers in December of 2019 and 2021. Although we recognise all cohorts are different, this method allowed us to compare like for like after a full Autumn term of face to face teaching.
The results were very encouraging as the gaps were not as wide as we initially feared. We found some of our SEND students were making less progress than in 2019. We also identified that younger year groups were performing better than older year groups.
As a result, although our strategies will be delivered to all students, we will ensure greater targeted support for:
- Years 10 and 11
How will the funds be spent?
How will the efficacy and impact of these strategies be assessed?
We will again use the comparable data that helped us to benchmark performance and ascertain which groups of students necessitated the greatest focus. This comparison of levels of student progress will allow us to judge the impact that the strategies we have applied have had on overall student progress.
We will also utilise other data, such as pastoral information on attendance and positive/negative behaviour, to allow us to determine the impact on the social and emotional well-being of our students
Student and staff voice will be utilised to ascertain how effective the strategies have been and to help us adapt or replace those strategies next year as required.
At the end of the year the strategies listed in the table above will be RAG coded according to the following criteria:
- Red - limited impact
- Amber - some impact
- Green - strong impact
Analysis of Impact
Staffing and Covid issues meant that we were able to run fewer sessions with the educational psychologist than we had planned and therefore the impact of this strategy could not be considered strong. We will retain this strategy but endeavour to enact it fully next academic year.
We tried to recruit a full time learning mentor using the National Tutoring Programme but the candidate pulled out at the last minute. We also enrolled 28 students on the Maths tuition but the company/software did not fulfil our expectations and were beset by issues regarding connection and quality. If we were to implement this strategy again next year we would need to overhaul it completely in order to ensure greater efficacy.
We maintained a weekly average attendance figure of between 94% and 95% throughout the academic year 2020/2021. Towards the end of the final term out attendance reduced to 93% due to a religious holiday (a spike in local cases which also caused anxiety among parents).
Our final attendance figure for the year was 93% exactly. We are very proud of this due to the local and national average attendance figure in schools sitting at around 86%. The fact that our figure is higher than that seen both nationally and locally is an indicator of the success of a number of our strategies, not least those around student well-being and engagement.
An area that best exemplifies the success of our strategy is that way in which students conducted themselves both around school and in the classroom. Poor behaviour often stems from feelings of anxiety or lack of engagement - both of which were aspects we hoped to improve to enable staff and students to focus their energies on learning recovery.
We are pleased that our analysis shows that, in 2020 - 2021, sanctionable incidents decreased by 19% on the previous year. Concurrently, we also awarded over 100% more achievement points compared to the previous academic year and this positivity has helped students succeed.
Across all students, in all subjects, the average percentage of students making expected or better progress in 2021 was 85%. This is up from 83% in 2020 and just below the figure from 2019 (86%).
The improvement on the previous year, and the fact that the percentage was moving towards that seen prior to the pandemic, means that this is a strong indication of the success of the strategies we put in place.
The collation of the evidence above affords us the opportunity to celebrate a successful plan that utilised a myriad of strategies effectively. Many of these strategies will be continued into future years.