COVID Catch Up Fund

Summary Information



Hapton C of E/Methodist Primary School



Total Catch Up Premium



Number on roll



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), 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.


Use of Funds

EEF Recommendations

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.

The EEF advises the following:


Teaching and whole school strategies

? Supporting great teaching

? Pupil assessment and feedback

? Transition support

Targeted approaches

? One to one and small group tuition

? Intervention programmes

? Extended school time

Wider strategies

? Supporting parent and carers

? Access to technology

? Summer support

Identified Impact of Lockdown


Children still have an appetite for maths and lockdown has not affected their attitudes towards this subject however recall of basic skills has suffered – children are not able to quickly recall addition facts, times tables and have forgotten some calculation strategies. This is reflected in arithmetic assessments.


Children have lost essential practising of writing skills. Those who have maintained writing throughout lockdown are less affected, however those who evidently did not write much now lack writing stamina and motivation due to the lack of fluency in their ability to write. 


Children accessed reading during lockdown more than any other subject. This is something that was more accessible for families and required less teacher input. However, the gap between those children that read widely and those children who do not is now increasingly wide. Phonics is much the same – children who have read widely at home and engaged in all the phonics sessions have made good progress but those that did not have regressed.


All subjects were taught remotely but non-core subjects had less engagement that English and Maths.  Children have missed the curriculum experiences e.g. trips, visitors and powerful curriculum moments.


Many issues are arising around friendship groups, relationships, and anxiety and other well-being concerns. 

  1. Teaching and whole-school strategies

Desired Outcome

Approach and cost

Impact (once reviewed)

Staff Lead

Review Date

Supporting great teaching:

The foundation subjects will be planned with increasing detail and consideration for how pre-requisite knowledge will be taught alongside new learning so that knowledge gaps can be reduced.

Metacognitive strategies to be used in class to help the children retain new knowledge



July 21

Teaching assessment and feedback:

Teachers have a very clear understanding of what gaps in learning remain and use this to inform assessments of learning that are aligned with standardised norms, giving a greater degree in confidence and accuracy of assessments.



For Maths, all class teachers to have completed template learning missed or undertaken online during lockdown. This will be passed to the pupil’s new class teachers. This means class teachers can incorporate pre-requisite learning into new teaching



July 21

Transition support:

Children who are joining school from different settings or who are beginning their schooling with Hapton C of E/Methodist Primary have an opportunity to become familiar and confident with the setting before they arrive.

A virtual tour of Hapton C of E/Methodist Primary has been shared on our website.



July 21

  1. Targeted approaches

Desired Outcome

Approach and cost

Impact (once reviewed)

Staff Lead

Review Date

1-to-1 and small group tuition:

Gaps in learning are filled as children are identified in for small group work in reading, phonics and maths. 1:1 and small group work is carried out by T and TAs.

Intervention takes place daily across the Key Stages in either small groups or 1:1.



July 21


Gaps in learning are filled in reading, phonics and maths and this work is carried out by a qualified teacher in school, mainly for pupils in Years 1 and 5. 

One fully qualified teacher bought in 1 day a week for this. Interventions took place from Oct 2020 until lockdown first week in Jan 2021 at the cost of £2850, then recommenced from April 2021 until July 2021 at a cost of £2565.



July 21

Extended school time:

Children are settled and behaviour is good.  They feel secure in their friendship groups and relationships with peers.

Well-being lunchtime clubs run by teachers for half an hour each, every week.  Teachers will select children who need some nurture or mentoring and plan activities appropriately.


AL/Class teachers

July 21

  1. Wider Strategies

Desired Outcome

Approach and cost

Impact (once reviewed)

Staff Lead

Review Date

Supporting parents and carers during times when children are learning remotely:

Children will have greater opportunities to access learning at home.

Home-learning opportunities will not always require parents to engage with the activities, affording the children greater independence and increasing the likelihood that parents can sustain home-learning. Children have access to appropriate stationery and paperbased home-learning if required so that all can access learning irrespective of ability of child/parent to navigate the online learning. Additional online learning resources are set via Dojo, which is currently free, to support children learning at home. Likewise, Spelling Shed, Maths Shed and Purple Mash are used so that children can practise other areas at home too.

Home-learning paper packs are printed and ready to distribute for all children who need them.



July 21

Access to technology:

Teachers facilitate effective home-learning with increased capacity to share resources and communicate learning to children.

Teachers have an iPad, laptop and class based desktop computer that are equipped with webcams and allow the teachers to access school-based resources from home. Laptops from the DFE/LCC have been given to children who have a social worker and we have received a further 14 laptops and 30 chromebooks, in addition to this we purchased 35 chromebooks (15 in Nov 2020 at a cost of £3610 and a further 20 in Jan 2021 at a cost of £5190.  Total of £8800 in the 20/21 school year). These are for use in school for the children of key workers to access their remote learning effectively.



July 21

Summer Support:



Hapton C of E/Methodist Primary School Manchester Road, Hapton, Burnley, BB12 5RF