Covid Catch Up Premium

Covid Catch-Up Premium Spending Strategy

The Covid Catch up premium was allocated to schools to provide funding to support children and young people to catch up on missed education.

Though funding has been calculated on a per pupil basis, schools should use the sum available to them as a single total from which to prioritise support for pupils according to their need. 

Our curriculum planning should be informed by an assessment of pupils’ starting points and addressing any gaps in knowledge and skills, in particular making effective use of regular formative assessment. Furthermore, schools are required to develop remote education so that it is integrated into school curriculum planning.  Schools have the flexibility to spend their Covid Catch-Up Premium in the best way for their cohort and circumstances.

The school will be provided with £240 for each place for the 2020 to 2021 academic year. The funding will be provided in 3 tranches: an initial part payment in autumn 2020, based on the latest available data on high needs places.  A second grant payment will then be distributed in early 2021, based on updated pupil and place data (total of both £140).  A final payment of £100 will be made in the Summer Term 2021.

Pupils on roll 2020/21


Estimated Covid Premium Allocation


Estimated Covid Premium Spend


Publish Date

March 2021

Review Date

Sept 2021

Identified priority areas: Restoration, relationships and response to need.  Ultimately we want to utilise this funding effectively to ensure that families have faith in the school in terms of learning (addressing priority areas identified by families and the school together), social interactions and friendships.  There will be a strong focus on the sense of belonging, togetherness and well-being of the whole school community.

This fits well with our Behaviour and Attitudes SDP Target (2020-22): establishing the individual emotional, social and behavioural needs of the school community and supporting everyone to feel safe, valued and respected.



Planned Impact

A remote learning platform that will provide both tailored learning for pupils and the ability for parents/carers to provide feedback/evidence that can be added to their child/ren’s assessment records.

An experienced staff member to co-ordinate our remote learning offer/making of identified resources in school and work with therapy teams to ensure that class teams are confident and able to deliver recommended programmes and strategies daily for maximum impact. 


Increased parent/carer engagement with remote learning due to ease of access, ability to upload evidence and suggested user friendly timetables.

Overall increased ability of pupils being ready for learning and increased number of pupils meeting or exceeding outcomes in all areas.

Phonics Bug


Improved phonological awareness for users

Increase in staff confidence in areas related to phonics and shared reading – monitored through questionnaires/observations. 

Student progress observed in areas related to oral blending and segmenting, as well as word blending and segmenting. 

Reduction in time needed for planning and resourcing.

Student participation in self-selected reading during continuous provision time, as well as discrete reading sessions. Removing barriers to access in relation to self-selected reading.

A home-school partnership which offers consistent approaches in communication and reading, across settings. 

Attention Autism Training for all teaching staff and key support staff

Associated resources to run daily group sessions




Address priority areas identified through assessment of skills lost:

Improved: joint attention, shared enjoyment in activities, increased attention in adult led activities and spontaneous interaction in a natural group setting.

Increased non-verbal and verbal communication through commenting.

Building a wealth and depth of vocabulary.

Overall increased ability of pupils being ready for learning and increased number of pupils meeting or exceeding communication outcomes.

Trained Mental Health First Aiders x 2


Increased knowledge and confidence in understanding and talking about mental health issues in schools.

Increased conversations about mental health and improvement for procedures in signposting to further support.

Introduction of workshops for parents and carers to provide families with targeted support and a forum to share ideas and hear from other parents


Increased engagement with school and consistency in use of strategies across settings

Increased ability of parents and carers to support progress towards identified outcomes

Lego Therapy training for 2 x teachers


Boost social skills and build self-esteem.  Increase social interactions to support pupils with ASD by building trust, sensitivity and respect and ultimately increase skills of communication and collaboration.

TEACCH Resources – introduction of independent work areas in upper and lower school communal areas and clear visual systems in place to support transitions to these


Pupils will be able to transition effectively and independently to a range of areas throughout the school using personalised schedules

Increased levels of independence as evidence in Evidence for Learning and our aspirations for learners.