Skip to content ↓
Callington Community College

Callington Community College

Callington Community College

Catch-Up Funding

The literacy and numeracy catch-up premium gives state-funded schools additional funding to support specific Year 7 pupils who did not achieve the expected standard in reading and or maths at the end of Key Stage 2. It is for individual schools to decide how to allocate this additional funding to best ensure that each pupil makes excellent progress in their learning.

For the academic year 2018-2019 Callington Community College received £15,037 in catch-up funding.

COVID CATCH-UP FUNDING

Summary Report: November 2020

Amount Received:

£63,000 (this is inclusive of Universal Catch-Up Premium which is approximately £12,000 – This was previously allocated to children in Years 7 and 8 who had not reached ‘Secondary School Ready’ in their SATs)

Expenditure:

£9,000 GSCE POD.

£2,000 GL Assessments

£2,366 Summer School Payments

£3,840 (estimate till Christmas) English 1-1 sessions from SO

£8,910 Personal Tuition from Coach Bright (for 60 students with 15 sessions)

Total: £26,116

Accountability/Expectations:

Ofsted, Trustees and Governors are duty bound to hold us to account on how we plan to utilise these funds and how we are supporting children in addressing gaps and supporting their transition back into school.

The EEF recognise that the role of accurate assessment is key, as is the provision of high quality feedback and support this as being most likely, the most effective approach. The EEF also recognises that everyday teaching practice must be well designed and implemented.

The EEF recommend use of a tiered approach to planning. They have provided the following check list;

Check Point

Where we are

Impact

Next Steps

Are we confident that we have identified a small number of implementation priorities that we think we can change/do?

We ran Summer School effectively

We have run baseline assessments for all pupils

We amended the RTL structure to support the reintegration of students

We are running small group interventions in SEND/Yr 11 Maths

Introduction of GCSE pod

We do not have whole class feedback mechanisms so that feedback occurs more often

Self Assessment opportunities are too infrequent

Children felt happy and safe to return

Staff knew gaps in learning

Children received support if they struggled emotionally with the return

Supporting more vulnerable students

Parent information evenings and staff training ensured understanding

Students receive feedback too irregularly

-

 

CLs continue to evaluate the suitability of programmes of study

Continue to identify those needing emotional support and offer emotional logic.

This support will be extended in Jan 2021

Continue to select students with CLs and HoY

Monitor the use of it weekly

Training will be provided in INSET on how to make instructional teaching more effective and on whole class feedback systems

 

How many new routines and habits do staff need to integrate into their work?

Revised curriculum planning

Revised feedback mechanisms

Instructional teaching delivery

Increased use of dual coding

Staff have to had to adapt teaching practice significantly, they have done this but are more tired as a result.

Training has been drip fed through weekly CPD.

Lesson dips have been positive. Overall practice has improved.

Are these changes feasible and sustainable?

Whole class feedback will reduce staff workload long term

Dual coding is an established element of mastery

GCSE Pod needs effective introduction to be successful.

Presently, staff are still marking/questioning to give f/back – increasing workload

There is now use of this. Understanding is enhanced

Aiding student progress and independent work

Effective training and induction needed

 

Continue to drip feed through CPD

 

Continue to monitor useage

Is there a clear and shared understanding of what’s been implemented and how?

Curriculum leaders have been involved at all stages and have disseminated to staff

Staff understand need for changes in teaching practice and need for further interventions

Staff now need further training to consolidate understanding of what effective instructional teaching looks like and how small group tuition will work

Are we able to respond to new challenges in the year EG. Drops in attendance?

Staff are confident and comfortable on zoom.

Significant investment has occurred in IT to support remote learning.

Virtual schooling operates and there is understanding of delivery for X coded students

This proved significant in our 2nd mini lockdown where a much larger no of lessons were live, resulting in lots of parental praise.

Students who’ve not attended have continued to received maths and English tuition. Those students X coded have received school work daily.

Work for X coded students needs more tracking. It has a habit of dropping off and feedback is minimal. There is also little support from tutors.

 

Programmes Selected:

The College signed up to the National Tutoring Programme in September. This provided access to approved organisations at a significantly reduced rate. This programme and funding is aimed at disadvantaged students only. The list of nominated providers went live in November. Of those that are available across the South West, I selected Coachbright.

Coachbright offer 1-2 and/or 1-3 online or in person tuition in KS3 and KS4 English, Maths and Science.

A 15 hour block of tuition will cost us £82.50 per student

They will work with a minimum of 20 students across Years 9 to 13 and all tutors are trained university students or recent trained graduates. They meet with their pupils for 60 minutes each week at the same time and delivery is crafted in line with the curriculum lead. I selected this group because of the rigour of their training programme for candidates. In addition, they collect attainment data before and after the programme to assess impact. They share information with the College weekly and produce an end of programme report.

They are utilised by both Ark and Ted Wragg and have been documented to add a 1/3 of a grade.

What about the remaining funding?

  • We will continue to utilise Sarah Olsson as a tutor. She will offer additional support in English
  • We will use the funds to pay Chris Gill and Ann Polhill (Supply Pool Staff) who will continue to offer 1-1 maths and English support
  • We will use the funds to pay for the additional sessions of emotional logic to support more students with their emotional needs
  • We will use the funds to pay for an external counsellor being sourced by Gemma Parker who will offer additional emotional support to students.