Premiums: Coronavirus Catch-up and Pupil
What is the Coronavirus (Covid-19) Catch-up Premium?
The Department for Education (DfE) has allocated £650 million to be spent on ensuring all pupils have the chance to catch up and supporting schools to enable them to do so. Whilst headteachers will decide how the money is spent, the Education Endowment Foundation has published guidance on effective interventions to support schools. For pupils with complex needs, schools should spend this funding on catch-up support to address their individual needs. There is also an allocation of £350 million for a National Tutoring Programme, intended to deliver proven and successful tuition to the most disadvantaged and vulnerable young people.
The DfE has also set out the following Curriculum Expectations, to ensure that all pupils – particularly disadvantaged, SEND and vulnerable pupils – are given the catch-up support needed to make substantial progress by the end of the academic year.
Education is not optional
All pupils receive a high-quality education that promotes their development and prepares them for the opportunities, responsibilities and experiences of later life.
The curriculum remains broad and ambitious
All pupils continue to be taught a wide range of subjects, maintaining their choices for further study and employment.
The DfE asks that schools meet the following key expectations:
Teach an ambitious and broad curriculum in all subjects from the start of the autumn term, but make use of existing flexibilities to create time to cover the most important missed content. In particular, schools may consider how all subjects can contribute to the filling of gaps in core knowledge, for example through an emphasis on reading.
Aim to return to the school’s normal curriculum in all subjects by summer term 2021.
Plan on the basis of the educational needs of pupils. Curriculum planning should be informed by an assessment of pupils’ starting points and addressing the gaps in their knowledge and skills.
Develop remote education so that it is integrated into school curriculum planning.
Schools should set out how they will allocate the additional funding to support curriculum recovery this academic year. The EEF guidance suggests a 3-tiered* approach:
- High quality teaching for all
- Effective diagnostic assessment
- Supporting remote learning
- Focusing on professional development
2 Targeted academic support
- High quality one-to-one and small group tuition
- Teaching assistants and targeted support
- Academic tutoring
- Planning for pupils with Special Educational Needs and Disabilities (SEND)
3 Wider strategies
- Supporting pupils’ social, emotional and behavioural needs
- Planning carefully for adopting a Social and Emotional Learning curriculum
- Communicating with and supporting parents
- Supporting parents with pupils of different ages
- Successful implementation in challenging times
|Total number of students:||
1233 (yrs 7-13)
1084 (yrs 7-11)
Amount of catch-up premium received per pupil:
|Pupil Premium eligible students:||30%||
Total forecasted catch- up premium budget:
1084 x £80
What is the Pupil Premium?
The pupil premium (PP) is a type of funding. The school receives the pupil premium each academic year from the government. The amount is determined by the number of students receiving free school meals (FSM) currently or within the last six years (Ever6), the number of looked after children (LAC) within the school and the number of previously looked after students who have been adopted from care. The government provides this funding to ensure that these students achieve as highly as possible and in line nationally with their non-pupil-premium peers. Around 37% of our school population are currently pupil premium students (significantly above the national average) and, up to April 2022, our pupil premium allocation is £407,308. This is expected to rise for the 2021/22 financial year due to increasing numbers of students qualifying for free school meals. The pupil premium funding is an essential part of us “realising potential” - a guiding principle of the school's mission statement.
Use of the Pupil Premium
The pupil premium is used at Norbury High to provide three things. Firstly, it is used to improve inspiration and motivation for learning, engagement and buy-in to the college; secondly, it helps to support students accessing and enjoying a broad range of educational experiences; and finally, it is used to directly support these students with their studies. The funding is discussed as part of the annual budget-setting process and the priorities are determined by the individual and group needs of students entitled to the funding. The provision and spending of the pupil premium fund is regularly monitored and analysed by the headteacher and information concerning attendance, exclusions and outcomes for these students is provided to the governors termly. All staff are involved in ensuring that any barriers to learning and progress are highlighted and overcome within classes.
Details of how we currently spend our pupil premium are outlined in our Pupil Premium Strategy.
Impact of the pupil premium spending
Due to Covid-19 there is no national comparative data available however results for 2021 show that 84% of our PP students gained the threshold of 4+ in maths and English (compared to 82% across the whole college population). The DfE data published in February 2020 shows attainment 8 (grades achieved across 8 core subjects) for PPG students was 46.2 compared to 51.6 across the whole school. Progress 8 for 2020 (which was calculated manually using ALPS) for all students is +0.82 and for PP students it is +0.80; PP students achieve just as well at Norbury High as all students and significantly better than non-PP students do nationally.
For detailed information about how we spend our pupil premium see our Pupil Premium Strategy.
For detailed information concerning the 2020-21 fiscal year see our 2020-21 Pupil Premium Strategy or download from the bottom of this page.
The Department for Education (DfE) provided additional funding for all students in year 7 who under-achieved based on age-related expectations at the end of Key Stage 2 (KS2). For the academic year 2019-20 the college allocated £20,000 (further information can be found in the school’s Pupil Premium Strategy document). This funding is to be used by the college to provide literacy and numeracy catch-up support and resources for year 7 students.
- To raise attainment in reading age
- To encourage students to develop a lifelong love of reading
- To support the progress in mathematics and overcome any barriers students may have when it comes to this subject
Impact of Funding
- Increased whole school awareness of literacy and numeracy
- Supported the Accelerated Reading programme; over half the weakest readers in school made more than six months' progress on the Accelerated Reading programme
- Increased confidence in reading
- Increased reading level progress across Key Stage 3 (KS3)
- Books donated by the “Book Wizard” to selected students over the year
- Books and writing equipment donated by the Book Wizard to Ever6 students on World Book Day
- World Book Day celebrated with characters’ costumes from favourite books by staff and students along with literacy related activities and guest speakers
- The gap between progress in English and maths is closing rapidly
- Whole school staff training on literacy and numeracy
- Nurture groups established based on a range of information to support small class teaching in year 7
- Introduction of "The Growth Mindset" strategy to support development of numeracy
- Additional books have been purchased for the library and the uptake of loaned books from the library has increased, this being a yearly trend; in 2017 the average number of books loaned was 27.84, an increase of 102% from 2013; as expected 2019-20 was dramatically impacted by school closure due to Covid-19 restrictions