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St Mary's Church of England Primary School

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St Mary's Church of England Primary School, Yew Tree Road, Slough, England, SL1 2AR

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  • Nursery: 90%
  • Reception: 87%
  • Year 1: 92%
  • Year 2: 96%
  • Year 3: 97%
  • Year 4: 94%
  • Year 5: 94%
  • Year 6: 94%

Catch up Funding Premium

St Mary’s Church of England Primary School



Government Guidance

The government has 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, the government are launching a £350 million National Tutoring Programme to provide additional, targeted support for those children and young people who need the most help.

The funding is distributed in three payments and calculated from the October 2019 census for the first payment and then the October 2020 thereafter.  The first payment of the catch-up premium is 25% of an initial academic year allocation calculated at £80 for each pupil aged 4 and over recorded in Reception to Year 6 for primary schools.

The second grant payment will also take account of the initial part payment made in autumn 2020 so that schools will receive a total of £46.67 per pupil or £140 per place across the first 2 payment rounds.  A further £33.33 per pupil or £100 per place will be paid during the summer term 2021.

Schools should use the sum available to them as a single total from which to prioritise support for pupils according to their need.  As the catch-up premium has been designed to mitigate the effects of the unique disruption caused by coronavirus (COVID-19), the 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.

This money is sent to the local authority for distribution to all schools.  The first payment to the LA is 30 September 2020. 

St Mary’s school must only spend catch up premium funds the following ways:

  • for the purpose of the school.
  • Catch-up premium funds do not have to be spent by maintained schools, in the financial year beginning 1 April 2020.
  • Maintained schools, may carry some or all catch-up premium funds forward to future financial years.


Allocation funds round 1 first ¼                               £12,260

Number of pupils on roll 


Total number of pupils eligible for Catch Up grant 


Amount of catch up received per pupil 

£80 approx. 

Total amount 



At St Mary’s we intend to follow recommendations by the Education Endowment Fund (EEF), through local initiatives and the needs of our community.  We have a 3 tier approach:

Teaching and whole-school strategies

• Targeted support

• Wider strategies





Teaching and whole-school strategies

Supporting great teaching

  • Professional development of staff for curriculum planning, focused training, technology training
  • Additional mentoring and support for new teachers and teachers where there is weaknesses
  • Training for senior staff to support NQT+1 x1 and 2 year ECT staff x4.


Support included in the EEF’s Teaching and Learning Toolkit.


Pupil assessment and feedback

  • Setting aside time to enable teachers to assess pupils’ wellbeing and learning needs is likely to make it easier for teachers and other school staff to provide effective support.
  • subject-specific assessments to identify particular areas where pupils have forgotten or misunderstood key concepts
  • to ensure that new material being covered builds on secure foundations.
  • Standardised assessments in literacy or numeracy to identify pupils who would benefit from additional catch-up support.
  • Providing pupils with high-quality feedback, building on accurate assessment.

Transition Support

  • All pupils will need support to transition back to school. However, there are challenges for pupils starting a new school after the disruptions caused by Covid-19. Planning and providing transition support, such as running dedicated transition events—either online or face-to-face, as restrictions allow—is likely to be an effective way to ensure pupils start the New Year ready to learn.
  • Transition events that focus on sharing information about school with children and their families.
  • Running activities designed to make pupils feel comfortable in their new school.
  • Additional transition support to include using assessment to identify areas where pupils are likely to require additional support
  • Creating opportunities for teachers to share information about pupils’ strengths and areas for development with colleagues.








Targeted Support

One to one and small group tuition

  • Provide high quality one to one and small group tuition as a catch-up strategy.
  • Create a three-way relationship between tutor, teacher and pupils, ensuring that tuition is guided by the school, linked to the curriculum and focused on the areas where pupils would most benefit from additional practice or feedback.
  • The smaller the group the better. However, both small group and one to one tuition can be effective catchup approaches.
  • Tuition delivered by qualified teachers for the highest impact. However, we will consider tuition delivered by tutors, HLTAs, and teaching assistants.
  • All staff to have specific content and approaches.

Intervention Programmes

  • In order to support pupils who have fallen behind furthest, structured interventions, which are delivered one to one or in small groups.
  • A particular focus for interventions is to be on literacy and numeracy.
  • Programmes introduced that meet a specific need, such as oral language skills or aspects of reading, include regular sessions maintained over a sustained period and are carefully timetabled to enable consistent delivery.
  • Interventions that support the learning of behaviour and pupils’ social and emotional needs.
  • Particular groups of pupils with identified special educational needs or disabilities.
  • Effective intervention follows assessment, which can be used to ensure that support is well-targeted and to monitor pupil progress.

Extended school time

  • To consider extending the length of the school day; for example, to provide additional academic or pastoral support to particular pupils after school.
  • Increases in school time should be supported by both parents and staff.
  • Learning after school clubs such as STEM and talk for reading groups – free to pupils.
















Wider Strategies

Supporting parents and carers

  • School and families continue to work together as pupils return to school.
  • School to provide extensive pastoral support to pupils and families throughout the pandemic.
  • Regular and supportive communications with parents, especially to increase attendance and engagement with learning.
  • Providing additional books and educational resources to families over the summer holidays, with support and guidance.
  • Offering advice about effective strategies for reading with children.
  • The EEF in its guide for schools on communicating effectively with families’ offers good ideas for teachers and school leaders.

Access to technology

  • Pupils’ access to technology so they can learn effectively at home. A lack of access to technology has been a barrier for many disadvantaged children.
  • Facilitating access to online tuition or support.
  • Invest in additional technology, by providing pupils with devices and improving the facilities available in school.
  • Ensuring the elements of effective teaching are present—for example, clear explanations, scaffolding, practice and feedback.
  • Providing support and guidance on how to use technology effectively is essential, particularly new forms of technology are being introduced.
  • For staff, additional information about supporting effective remote learning, including using technology, has been published in the EEF's 'Best evidence on supporting students to learn remotely'.

Summer support

  • Summer programmes to benefit pupils socially, confidence building, wellbeing and academically.
  • Provide a wide range of activities such as sports, music and drama that children might have missed out.
  • Communicating with pupils and their families to assess levels of engagement and barriers to attendance.
  • Staffing is a key challenge, but we need to include high-quality academic support, such as small group tuition delivered by teachers, HLTAs, experienced TAs or trained tutors (external).
  • To support schools, Teach First-trained teachers have published their experiences and tips on running summer programmes.


Pamela O’Brien