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Shirley Avenue




BD19 4NA


Catch-Up Premium

Summary information

School: Gomersal St. Mary’s CE(C) Primary School

Academic Year: 2020-21

Total Catch-Up Premium: £15520

Number of pupils: 194


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 will be substantial, and the scale of our response must match the scale of the challenge.

Schools’ allocations will be calculated on a per pupil basis, providing each mainstream school with a total of £80 for each pupil in years reception through to 11.

As the catch-up premium has been designed to mitigate the effects of the unique disruption caused by coronavirus (COVID-19), this grant will only be available for the 2020 to 2021 academic year. It will not be added to schools’ baselines in calculating future years’ funding allocations.

Use of Funds

Schools should use this funding for specific activities to support their pupils to catch up for lost teaching over the previous months, in line with the guidance on curriculum expectations for the next academic year.

Schools have the flexibility to spend their funding in the best way for their cohort and circumstances.

To support schools to make the best use of this funding, the Education Endowment Foundation (EEF) has published a coronavirus (COVID-19) support guide for schools with evidence-based approaches to catch up for all students. Schools should use this document to help them direct their additional funding in the most effective way.

EEF Recommendations

The EEF advises the following:

Teaching and whole school strategies

  • Pupil assessment and feedback

Targeted approaches

  • One to one and small group tuition
  • Intervention programmes

Wider strategies

  • Supporting parent and carers
  • Supporting pupil and parent/carer well-being

Identified impact of lockdown

MathsSpecific content has been missed, leading to gaps in learning and stalled sequencing of journeys. Children still have an appetite for maths and lockdown has not affected their attitudes however they are quite simply, ‘behind’.
Recall of basic skills has suffered – children are not able to recall addition facts, times tables and have forgotten once taught calculation strategies. This is reflected in arithmetic assessments.
WritingChildren haven’t necessarily missed ‘units’ of learning in the same way as Maths, however they have lost essential practising of writing skills. GAPs specific knowledge has suffered, leading to lack of fluency in writing. Those who have maintained writing throughout lockdown are less affected, however those who evidently didn’t write much have had to work additionally hard on writing stamina and improving their motivation due to the lack of fluency in their ability to write.
ReadingChildren accessed reading during lockdown more than any other subject. This is something that was more accessible for families and required less teacher input. However, children are less fluent in their reading and the gap between those children that read widely and those children who don’t is now increasingly wide.
Well-beingAfter the lockdown there is a concern for our families well-being. Therefore, we need to build in opportunities to promote wellbeing through breakfast club, after school club, and physical activities.

Planned expenditure The headings below are grouped into the categories outlined in the Education Endowment Foundation’s coronavirus support guide for schools)

i. Teaching and whole-school strategies

Desired outcomeChosen approach and anticipated costImpact (once reviewed)Staff leadReview date
Accurate standardised assessment programme in place throughout the schoolPurchase of PIRA/PUMA across the school for the assessment of reading and maths.
This assessment system provided accurate standardised data across the school.AJSummer 2021

Total budgeted cost: £2000

ii. Targeted approaches

Desired outcomeChosen action/approachImpact (once reviewed)Staff leadReview date
Language Development in Years 1, 2, 3 and 4TLC Live online tutoring
Older pupils benefitted more from this programme. However we are moving to a face to face programme with school staff leading the sessions.JBJanuary 2021
To develop skills in decoding and comprehension which increases wcpm and develops confidence. Children will have made clear progress in reading as identified by the assessments linked to the plan.
PIRA data will also be reviewed in the summer data drop and show progress.
Pupil’s confidence grows.
FFT Lightning Squad reading intervention
Reading programme for identified pupils.
Data showed that a majority of pupils involved made good progress. However some classes were affected by bubble closures.JB/AJSummer 2021
Children will have made clear progress in the chosen subject as identified by the assessments linked to the plan.
PIRA/PUMA data will also be reviewed in the summer data drop and show progress.
Pupil’s confidence grows.
School staff tutoring
A largely Mathematics focused programme.
PUMA scores were converted to scaled scores and these were also used.
Outcomes were varied, but overall there was a positive outcome. This was a better experience for pupils compared to online learning.Staff have been involved in selecting the children for the programme.Summer 2021
Year 5 are a low ability cohort who have struggled with the lockdown periods. In preparation for the move to year 6 additional sessions have been planned as a booster. The TA delivering the sessions is confident in the Yr5/6 curriculums.JK Targeted support
Improved skills will support children in being prepared for Year 6.
JK is an experienced year 6 TA and understands the expectations of Year 6. This proved valuable in moving the pupils forward in preparation for Year 6.AJAutumn 2021
RWI phonics assessments demonstrate progress.JE Targeted phonics support
Phonics booster for children who have fallen behind
Phonics RWI assessments identify children that have fallen behind.
Clear progress was made by pupils who lost valuable face to face phonics teaching.SB/AJSpring 2021
Pupils will have the opportunity to start to learn a musical instrument with well-being in mind.Musica - class music lessons
Class music lessons supported pupils well-being as an escape from academia.JB/TPSummer 2021

Total budgeted cost: £7750

iii. Wider Strategies

Desired outcomeChosen action/approachImpact (once reviewed)Staff leadReview date
Extended school provision is available to families to support key workers and also when workers return to work. This will therefore support the mental well-being of pupils and parents/carersFinancially support our after school club and breakfast club to ensure it stays open and accessible to families throughout this year.
The financial support was necessary as otherwise this provision would have closed having a serious impact on these families.JB/JE/NGApril 2021
The promotion of physical activity supports the well-being of pupils throughout the school.Imoves
This package supported the curriculum and opportunities to be active, therefore a positive impact on pupil’s wellbeing.AJ/SBSummer 2021

Total budgeted cost: £6000

Cost paid through Covid Catch-Up: £15750

Cost paid through school budget: £230