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Covid Information


Catch-up Premium Strategy 2020-2021

Funding allocation (Mainstream Schools)

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.


This funding will be provided in 3 tranches. We will provide schools with an initial part payment in autumn 2020, based on the latest available data on pupils. We will then distribute a second grant payment in early 2021, based on updated pupil and place data. For mainstream schools, we will use the 4 to 15 pupil headcount from the October 2020 census.

The second grant payment will also take account of the initial part payment made in autumn 2020 so that schools will receive a total of £46.67 per pupil. A further £33.33 per pupil will be paid during the summer term 2021.

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.

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

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. (See also EEF - School Planning Guide 2020-21 )

Schools have the flexibility to spend their funding in the best way for their cohort and circumstances.

Accountability and monitoring

As with all government funding, school leaders must be able to account for how this money is being used to achieve our central goal of schools getting back on track and teaching a normal curriculum as quickly as possible.

Given their role in ensuring schools spend funding appropriately and in holding schools to account for educational performance, governors and trustees should scrutinise schools’ approaches to catch-up from September, including their plans for and use of catch-up funding. This should include consideration of whether schools are spending this funding in line with their catch-up priorities, and ensuring appropriate transparency for parents. (DfE guidance - Coronavirus (COVID-19) catch-up premium - updated 24/08/2020)

School Overview

Number of pupils in school YR – Y6


Proportion of disadvantaged


Catch-up Premium allocation (No. of pupils x £80)


Publish Date

September 2020

Review Dates

January 2021 - Spring term

Statement created by

Mrs D Reynolds -  Head Teacher

Governor Lead

Mrs Lisa Andrews -  Chair of Governors


Context of the school and rationale for the strategy (With specific reference to the impact of COVID 19)

  • The proportion of disadvantaged pupils across the school is higher than national – Norwood has 26.6% of children entitled to Pupil Premium compared with 22.4% nationally.
  • The vast majority of children from Reception to Year 6 engaged with the detailed online learning that the school provided. Key children were provided with live remote learning, paper copies of learning made available for families without Internet access and resources packs provided of a number of our SEND children.
  • Upon re-opening on September 7th 2020 we had a good response to children coming back to school. Attendance was stable across all year groups upon return - Reception children were brought back on a staggered basis over 2 weeks to ease the transition process since visits were not possible during Summer 2020 due to Covid-19. Overall attendance for Week 1 was 98.18% (Excluding Reception who were not attending on first day of return). This is for Week Beginning 7th September 2020
  • Due to no parental demand our school was fully closed over the summer holiday period which meant that no school based or remote learning took place over the summer break. From a school management point of view this was crucial in terms of teacher workload and their mental health and emotional wellbeing. This allowed for teachers to come back to what will be a very stressful and tiring term in Autumn 2020 with renewed energy and professional focus.
  • As a staff we discussed the need for the use of consistent beginning of year baselines within Reading, Writing and Mathematics and engaged with the PiXL Autumn Term Package. We agreed that these baselines will be carried out by the end of September 2020. At this point we will discuss as a staff what the baseline results are telling us in terms of which children across year groups have regressed in terms of their learning and look at how best to provide support and interventions across Reading, Writing and Mathematics in order to help identifies children to catch up in their areas of identified need.
  • Catch up Premium will be targeted to provide this support and intervention using the following funding amounts at times identified for the most impact: Autumn funding – £4120.00, Spring funding - £5540.69 and Summer funding £6899.31.

Barriers to future attainment



Desired outcome

Teaching priorities


Staff need to develop a greater understanding of children’s mental health needs in order to be able to help and support children who may have been affected adversely by closures and Covid 19.

Staff are better informed and have greater clarity about how to support children with mental health needs. This needs to be a focus of daily/ weekly teaching in the autumn term 2020.


Home learning, whilst effective in the lock down, can be developed further during this academic year to improve access to learning at home for all pupils.

A strong remote learning offer to be in place. Continuation and development of Seesaw and Tapestry with trialling of other platforms such as MyMaths and Oak Academy to support workload of adults.



To focus upon strategies and support which develop greater resilience and self confidence in our children.

To have an overall increase in children’s resilience and self-confidence by the end of summer term 2021.

Targeted academic support


To use September baseline assessments (PiXL Autumn Term Package) to ascertain exactly where all children are in relation to their age related learning in

Reading, Writing and Mathematics.

Pupils make accelerated progress in key areas from their starting points at the beginning of the autumn term 2020.


Some pupils may have had limited access to reading materials during the summer term and therefore, their reading ages and/or phonological knowledge may be lower than expected at the beginning of Autumn 2020.

Reading skills are much improved and accelerated progress in reading ages to be demonstrated on a term by term basis from Autumn 2020 to Summer 2021.

Wider Strategies


Some pupils may struggle to settle back into school and class routines and may have a limited concentration due to COVID 19 and lack of structured learning experiences since school closures in March 2020.

All pupils are able to focus on their learning during lessons and concentration and stamina levels show a marked improvement over 2020/2021.

At the end of Autumn Term 2020 we will assess the children again, using PiXL resources and analyse the progress the children have made and the impact of the provision made to fill gaps.

Spring 2021 will focus on children that we have identified through assessments that have not made appropriate progress from their given starting points when compared with their peers and still have gaps to close.