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Catch-Up Premium and Curriculum Expectations 

Funding to help students make up for lost learning.

 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 has been substantial, and the scale of our response must match the scale of the challenge.

The government announced £1 billion of funding to support children and young people to catch up. This includes a one-off universal £650 million catch-up premium for the 2020 to 2021 academic year to ensure that schools have the support they need to help all pupils make up for lost teaching time.

Although all children have had their education disrupted by the coronavirus (COVID-19) outbreak, it is likely that disadvantaged and vulnerable groups will have been hardest hit. That is why, alongside the universal catch-up premium, there is also an allocation of £350 million for a National Tutoring Programme, to provide additional, targeted support for those children and young people who need the most help.

The Education Endowment Foundation has published guidance on effective interventions to support schools.

The DfE has also set out the following curriculum expectations, to ensure that all pupils – particularly disadvantaged, SEND and vulnerable pupils – are given the catch-up support needed to make substantial progress by the end of the academic year:

Education is not optional

All pupils receive a high-quality education that promotes their development and prepares them for the opportunities, responsibilities and experiences of later life.


The curriculum remains broad and ambitious

All pupils continue to be taught a wide range of subjects, maintaining their choices for further study and employment.

 Remote education:

The DfE asks that schools meet the following key expectations:

  • Teach an ambitious and broad curriculum in all subjects from the start of the autumn term, but make use of existing flexibilities to create time to cover the most important missed content. In particular, schools may consider how all subjects can contribute to the filling of gaps in core knowledge, for example through an emphasis on reading.
  • Aim to return to the school’s normal curriculum in all subjects by summer term 2021.
  • Plan on the basis of the educational needs of pupils. Curriculum planning should be informed by an assessment of pupils’ starting points and addressing the gaps in their knowledge and skills.
  • Develop remote education so that it is integrated into school curriculum planning.

Schools should set out how they will allocate the additional funding to support curriculum recovery this academic year. The EEF guidance suggests a 3-tiered* approach:

1 Teaching

  • High-quality teaching for all
  • Effective diagnostic assessment
  • Supporting remote learning
  • Focusing on professional development

 2 Targeted academic support

  • High-quality one to one and small group tuition
  • Teaching Assistants and targeted support 1
  • Academic tutoring
  • Planning for pupils with Special Educational Needs and Disabilities (SEND)

3 Wider strategies

  • Supporting pupils’ social, emotional and behavioural needs
  • Planning carefully for adopting a Social and Emotional Learning curriculum
  • Communicating with and supporting parents
  • Supporting parents with pupils of different ages
  • Successful implementation in challenging times

Our funding and what it is based on:



 Bordesley Green Girls’ School

Allocated funding (Catch-Up)



Number on roll (total)

 642 (Year 7 – 11)

Allocated funding (National Tutoring Programme)

Not known yet

% Pupil Premium eligible pupils

247 ( 42.2%)

Number in sixth form




Our plans to use the funding:

Summary Catch-up Grant allocation




Teaching and whole school













Teaching and Whole School Strategies


Year Group


Intended impact



CATS  testing for all Year 7 students 

Identify the ability of all students so as they can be set in CORE subjects in October 2020



Additional Reading tests ( NGTR & Intervention Reading)


These will provide another opportunity to identify the ability of our new Year 7 cohort with regards to literacy.

This will inform the creation of sets in English in October 2020

19/60 students still to do the test –missed due to absence

Students doing accelerated reading getting support twice a week

Year 7 read more books so far

 (£2,999 )

7 8 9 10  

Purchase  tests for all students in Years 7-10 including CATS for year 10

These tests will enable us to track reading ages and highlight the positive impact our literacy strategy is having 



7 8 9 10

Purchase additional tutor reading book sets to broaden the menu of books available

The book sets purchased will include BAME authors to ensure a diverse menu for tutor reading.  Students are exposed to a greater number of words and challenging texts. The teacher  leads on the 30 minute daily reading programme (DEAR). Students are developing a wider and more appropriate vocabulary range for subsequent use across the curriculum.


7 8

Purchase  literacy catch-up units and train an additional TA to deliver

The resources can be used remotely and also on site by a TA to support students

Salary cost


Planning in all subject areas to ensure the lesson time remaining is sufficient to cover all syllabus content to be examined

Planning a lesson-by-lesson approach will ensure content is delivered in time while being able to assess along the way


7 8 9 10 11

Period 6 intervention to be bespoke and open to all where there is a need.

Period 6 intervention should plug gaps in subject knowledge and prepare students for their examinations

(mocks and summer exams)

Targeted 10 students from Year 11- send register

TA delivering 1-1 support to 9 students period 6

 KS3- £2520




KS4 –£2520


Teacher- £42ph

Instructor- £33ph





 Ensure all students in all years have a computer and access to the internet at home by buying additional chromebooks

This will allow students to access all online learning resources at home whether for homework, periods of self-isolation, or local lockdown events


10 11

 Purchase revision guides for all students in all subjects to ensure independent work can be completed at home

We will track home learning engagement stats in Years 10 and 11 to highlight the successful use of revision guides at home

Improved attainment and progress scores between

November and March mocks in Year 11


7 8 9 10 11

 To train staff members to become qualified coaches- Andy Vass

Considering the COVID situation, it is more essential than ever to offer staff coaching, to encourage positive behaviour management.


7 8 9 10 11

Ensure that  Firefly  platform is rolled out successfully and monitor the usage across year groups –ABR?

Students have access to smart assignments, bespoke revision materials based on a work completion algorithm, and wrong answer analysis for all subject based exam revision. Staff and students will be able to identify learning gaps and set bespoke homework and revision that covers these gaps. Analysis of students’ work then builds over time and interleaved practice and revision is created.


7 8 9 10 11

 Continue the tracking of home learning engagement to keep up the positive momentum that was created during lockdown

Home learning will improve the independence of our students as well as support progress when it comes to key assessment points (mocks and assessments  


7 8 9 10 11

 Focus on  strategies leading to all students knowing more and remembering more of the common curriculum being taught

Evidence-based strategies(Art of Learning) are supporting students’ learning potential in knowing more and remembering more. The TL strategies in particular are allowing students’ to maximise learning and retain key subject knowledge.



7 8 9 10 11

 Sharing of best practice through Teams meetings and  webinars which include a focus on curriculum, T&L, behaviour and pupil premium 

This will lead to the most effective classroom practice being shared and student learning optimised. 



7 8 9 10 11

Leaders to track and monitor catch up strategies closely looking at low effort – high impact successes and continually refining practice to ensure learning gaps are closed in the most effective and timely manner.

Quality first teaching remains the single most effective strategy for closing learning gaps. A focus on curriculum sequencing and RAG rating each curriculum subject area will help leaders target specific subject domain knowledge students are not yet secure in. A cycle of plan – do – review will also support leaders’ understanding of effective catch up in the classroom.




Total Cost Allocated cost from catch up Grant





 Targeted Strategies


Year Group


Intended impact


7 8 9 10 11

Learning to support all students with their literacy levels by using Accelerated Reading

Improve the literacy levels and vocabulary of our students. This will be shown by an increase in RT scores between January 21 and June 2021



 Small group tuition for students in Year 7 who require support in numeracy and literacy; one lead on the delivery (NJS/SPA/HMO)

The students who benefit from this small group work will make rapid progress in literacy and numeracy as seen in the January RT tests and




 Direct leadership time from the SENCO to coordinate the intervention program for Y7s who require catch up

The students who benefit from this small group work will make rapid progress in literacy and numeracy as seen in the January NGRT tests and  Spring assessments



 Software to improve reading ages -MYON

The students who benefit from this small group work will make rapid progress in literacy and numeracy as seen in the January NGRT tests


7 8 9 10 11

 Access the National Tutoring Program to ensure additional targeted support is put in place for all students

The students who benefit from the NTP will have their progress tracked at key assessment points such as mock exams and termly assessments  

From a different pot


Summer 2021 Catch-Up programme

The students will benefit from small group teaching in the core subjects


7 8 9 10 11

Additional hours of academic mentoring

Students will benefit from  guidance and coaching  on a wide range of academic and pastoral issues

Equally the mentor will be  listening and empathising, then referring the student on to the correct support service



 Deliver a full program of revision techniques during PSHE sessions. This will include a virtual talk from an external speaker who will also work with some students 1:1

Teaching revision techniques is a helpful way of preparing students for their mock and summer exams.



Small group tuition

Online sessions for students for Maths and English

Possibly science

Use NJS- PE/PSHE lessons

Y11 English- students withdrawn from IT to have small group intervention if possible




Total Cost Allocated cost from catch up Grant





Wider Strategies


Year Group


Intended impact


 7 8 9 10 11

Pay for 100 hours of counselling time? HAD to check

Edu Psychology (SBU) –check on training


Having additional mentors counsellors or the provision will allow for more children to have access to specialist advice and guidance over their worries centred around post lock down routines and anxieties. This will have an overall impact on well-being which will lead to a more positive outlook in lessons and around school.


7 8 9 10 11

Ensure that the home learning offer is updated and made available to all parents in the event of a student absence for self isolation and/or local lockdown

The process of accessing online learning resources is easy to do and is bespoke for each subject in all years. The use of Oak Academy, …..


7 8 9 10 11

Training  a TA on ELSA

TA will be able to work with students who have identified SEMH needs  or group of students to prevent any decline in behaviours



Ensure all Year 11s benefit from a 1:1 careers interview outside of lesson time (Before and after school; CORE PE; lunchtime; breaktime)

 External Careers coordinator (1 day a week)

This is essential advice and guidance that the school must offer to all students so they are thinking about what they will be doing next academic year and beyond


7 8 9 10 11

A new system in place for parents evenings in 2020/21 to ensure regular dialect between home and school regarding academic performance 

To maintain communication between the school and the parents regarding academic performance



 Attitudinal survey to look at pupil attitudes to school to enable early intervention SFA

To identify students who would benefit from a reengagement programme for their learning




Total Cost Allocated cost from catch up Grant