COVID-19 Catch-up Premium

For the academic year 2020-21, the government announced funding to support children and young people to catch up lost time after school closure. At Settle College, the ethos of our catch up is to: Allow quality first teaching across a broad and balanced curriculum to lead to all students having the opportunity to learn successfully following the enforced closure. Ensure students have the skills required for learning, including a key focus on the literacy requirements across the curriculum. Support our students’ wellbeing, SEMH and resilience. Promote positive behaviour through targeted intervention. Increase parental communication to triangulate evidence & opinion from students, staff and home regarding our students’ education and provide parents with regular information updates.

Quality First Teaching
  • All subject areas evaluated the content covered during the closure to identify key threshold concepts that need covering again upon return.
  • All subject areas to plan initial lessons to formatively assess students to identify gaps and to allow the curriculum to be adapted to the needs of each class.  Monitoring of this from subject leaders.
  • A second link meeting with the senior leadership team to evaluate the above (end of September following an initial meeting in June).
  • Delivery of staff training over the course of the year to support QFT; training already delivered on retrieval practice, scaffolding and dual coding.
  • On-going weekly updates regarding effective sequencing, modelling, questioning, reviewing material and stages of practice.  Departments will then identify their area for development, which will be a focus of further training at a later date (from mid-December).
  • Monitoring of training from within departments to support teaching and learning.
  • Promotion of sharing good practice across and within departments.
  • Provide subject leaders with tracking of progress of all groups in all key stages prior to link meetings with the senior leadership team, where discussions will identify actions points and the quality assurance processes involved to monitor these.
  • Monitoring of the disadvantaged students and students with SEND to ensure that the closure has not had a greater impact on these students. Ensure that effective support & intervention is given.
  • Updated the marking & feedback policy in line with the reopening of schools information, suggesting a range of feedback techniques that can be used.
  • Promote literacy across the curriculum.  All departments to have a literacy focus for each half term and to directly teach these skills in every lesson.  Literacy to be a key focus of quality assurance. Establish a weekly structured reading task in every year group during form time.  Half termly training for staff to support their delivery of literacy.
  • Resources to allow for differences in delivery (e.g. tablets for computing).
Expected impact
  • All teaching staff are aware of the department’s priorities for the content covered during lockdown and these are addressed as students return.
  • Gaps are identified early and monitoring from the subject leader allows them to put in place relevant intervention.
  • Training and staff sharing of good practice supports staff with the delivery of QFT.
  • Data is tracked rigorously to monitor gaps, particularly for disadvantaged students and students with SEND, to allow effective intervention.
  • Gaps between groups close where applicable.
  • Students receive feedback on work that allows them to make further progress.
  • Literacy improves to reduce any barriers to learning.
Skills for Learning
  • Students flagged up by teaching/TA staff, parents or the students themselves where concerns arise about their study skills or literacy.
  • Analysis of progress review data to ensure that students with a change in progress from their last progress review are identified for catch up.
  • Students with similar needs are grouped within their bubbles.
  • Support with study skills (for example retrieval practice).
  • Literacy interventions across all year groups (with a focus on group reading lessons and daily reading precision teaching at Key Stage 3 and reading for understanding and writing at Key Stage 4).
  • The specific planning for this depends on the needs of the students.
Expected impact
  • Students have the study and literacy skills to access the curriculum successfully.
  • Wellbeing survey to all students.
  • Diagnostic assessment to identify students in need of this support and to ascertain needs.
  • Formulate a personalised plan to support the needs identified, for example student services delivering mental health support.
  • School counsellor to support key students.
  • The specific planning for this depends on the needs of the students.
Expected impact
  • Feedback is taken from all students to ensure that no students are overlooked.
  • Students receive appropriate support to enable them to return to school successfully and to maintain this throughout the academic year.
  • Behaviour tracking – all students reviewed with weekly tracking and linked to wellbeing surveys. Heads of Year to monitor.
  • Kate Buckley (HLTA) and Shaun Curley (behaviour manager) to mentor key students. Coaching will occur e.g. self-regulation.
  • Staff training – ‘Pivotal’ training for staff to build positive relationships with students, including alternative practices for COVID restrictions.
  • Cover within SS to allow for behavioural work with key students.
Expected impact
  • Improve students’ attitudes to learning.
  • Allow for greater catch up with curriculum content and improve students’ SEMH.
Parental Engagement
  • Parental questionnaire to be sent out regularly to establish their views on their child’s wellbeing and academic study skills.
  • Produce a range of parent information presentations, with opportunities for parents to ask questions.  Examples of presentations planned so far include wellbeing & support from home, routines, year group specific curriculum evenings, department information on curriculum and providing support from home, reporting, literacy and numeracy.
Expected impact
  • Improved and increased parental communication.
  • Provide greater evidence about student concerns.
  • Reassure parents about the support in place.
  • Provide parents with more frequent updates.

For more detail on Settle College’s use of the COVID-19 catch-up premium funding, including the intended spending of the grant and how the impact of this funding will be measured, please see the following documents:

Settle College Coronavirus (COVID-19) catch up premium strategy statement

Catch-up premium spending review

If you have any questions about catch-up, please email Jenny Nutter (Assistant Headteacher – Quality of Education) on