COVID Catch Up Premium
2020-21
During 2020-21, Alderman White School received a COVID Catch Up Premium of £54,600. Schools can use their funding in a way that suits their cohort and circumstances, but are expected to use this funding for specific activities which will help pupils catch up on missed learning, with a focus on disadvantaged and vulnerable pupils. Decisions about how to use this funding to best support students were based on school evidence, and evidence based strategies from the Education Endowment Fund guidance.
These strategies were in addition to the wider work of the school to support students at this time. The purpose of this document is to account for way in which this additional funding was allocated. It does not include all of the actions taken by the school to support students to catch up and recover from the disruption they had experienced.
https://www.gov.uk/government/publications/catch-up-premium-coronavirus-covid-19/catch-up-premium
Curriculum
|
Issue identified |
Action |
How impact will be evaluated |
Impact |
|
Access to their own IT device limiting remote learning for many students. Lack of pcs and laptops in school limits the capacity to use IT effectively across the curriculum. |
390 Chromebooks purchased through LGfL framework and sold to parents at a subsidised rate, with an enhanced subsidy for PP learners. All students in Y7/8 issued with a device for use in school and at home. |
All students have access to a Chromebook / laptop for use at home. IT embedded into curriculum delivery including homework. Evidence of enhanced IT access supporting retention and retrieval and accelerating learning. |
64% of students in Y7-10 2020-21 had purchased devices including 79% of Year 7-8 students. All students in Year 7-8 2020-21 now have a device for use in school and at home. Students have greater access to lesson resources and homework tasks on google classroom and a range of online resources. This supports long term learning and retrieval. IT is being integrated into the curriculum – examples include music technology, and CAD in Technology. |
|
Limited KS2 data and concern that writing fluency and confidence may have been impacted by the disruption, especially in Year 7. |
Joined No More Marking national project – Year 7 students complete an assessed writing task and English teachers took part in standardised marking. A report was produced and shared with all staff with shared priority actions. Students were reassessed in the summer term to measure progress and the marking activity was repeated. |
Curriculum planning focussed on addressing gaps in learning. Accelerate the progress of Year 7 students in writing. |
English teachers recevied feedback on the accuracy and consistency of judging writing, and all teachers received guidance on priorities for improving student writing. AW students started with a scaled score lower than national and were slightly higher than national when re-tested. Girls improved by 23 scaled points; girls nationally by 18. Boys improved by 26 scaled points; boys nationally by 17. AW boys are now performing better than boys nationally, having been 1 scaled point below in September. Pupil Premium (PP) students improved by 26 scaled points; PP students nationally by 17. |
Cost: £38,188.92
Targeted Intervention
|
Issue identified |
Action |
How impact will be evaluated |
Impact |
|
Some students had stalled in their progress in English – this impact across the curriculum due to reduced literacy and confidence in literacy skills. Photography portfolios were impacted by 2 periods of school closure during the course. |
Small group intervention sessions in English language and Photography GCSE for Year 10/11 students who had been most impacted by school closure. |
Increase attainment of students in English Language and Photography. Increase in student confidence and engagement. |
Estimated progress score of Year 11 students improved on average by 0.05. Increase in student confidence especially in Year 10, where the intervention continued until the end of the Summer term. Portfolio evidence significantly improved in Photography GCSE. The impact of the intervention on attainment was reduced by school closure January – March 2021. |
|
Increase in number of students requiring behaviour mentoring and support reintegrating to school in March 2021. |
Additional member of staff working in the IMP 4 mornings per week to provide intervention for KS3 students needing intensive support. |
Reduced risk of permanent exclusion / Alternative Provision for KS3 students Reduce impact of negative behaviours on other students in KS3. |
Students who were part of this project remained in mainstream provision. This was a high cost intervention per student involved, but benefitted a much wider group of students by improving behaviour at KS3 (especially in Y7, where the transition process was significantly impacted by COVID disruption). It was more cost-effective than an external Alternative Provision placement. |
Cost: £17,931
DfE COVID Catch Up Funding: £54,600
COVID Catch Up Expenditure: £56,619.92
Ethos and Values
Alderman White is A Community of Opportunity for all.
A community…
First and foremost, our school is a community. Our actions affect others within our community, and their actions affect us. We encourage and expect our students to be positive and pro-active members of our school community, enabling everyone within that community to progress, develop and achieve. We are actively engaged in our local and national communities and are active global citizens through our engagement with other countries and their cultures and global issues.
Our sense of community is based around our INSPIRE values of integrity, nurture, success, perseverance, innovation, responsibility and engagement. Every member of our school community is encouraged to embrace these values and to demonstrate them through their attitude and conduct both within school and in the wider community.
Our expectations and rules enable us to demonstrate these values in the way we conduct ourselves. Politeness and respect for others are key to this. Our behaviour policy allows demonstrating these values to be recognised and celebrated and for there to be a consequence to making the wrong choices and not following the school expectations. The aim is always to encourage students to adapt their behaviour, make the right choices and learn from any mistakes. Assemblies, our tutor programme, and Citizenship lessons as well as many areas of the curriculum actively teach the values and behaviours that we want our students to develop and demonstrate.
…of opportunity…
We aim to provide every member of our community with the opportunity to find and develop their talents, knowledge, skills and interests.
Our curriculum is ambitious and designed to give all students the essential knowledge and cultural capital they need to be educated citizens, introducing them to the best that has been thought and said, and helping to engender an appreciation of human creativity and achievement. All students study the National Curriculum, and have the opportunity to study the full EBacc at Key Stage 4 alongside a range of academic and technical / vocational subject specialisms. Our teachers are skilled practitioners and achievement and progress are significantly above national levels. We provide high quality impartial careers and post-16 guidance to support students in pursuing ambitious education, training and career paths.
We recognise the importance of our exciting and engaging enrichment programme to our students’ engagement in school life, sense of belonging, and character and personal development. When able to do so, we offer a wide range of trips, expeditions and overseas visits and exchanges. We are committed to outdoor education and many of our students take part in the Duke of Edinburgh Award scheme. When possible, we have a termly school production, and a large Concert Band as well as smaller ensemble groups. We engender a love of reading through our library, daily DEAR time and reading enrichment activities. We offer a wider range of sports clubs and teams. We expect every student to be actively involved in at least one enrichment activity at school or in the community.
Our curriculum, enrichment programme and character and Citizenship education are dynamic and evolving with opportunities for all to contribute and take on leadership roles.
…for all
We are a small school with a focus on getting to know every member of our community as an individual and enabling them to thrive.
We are an inclusive school that actively welcomes people of diverse identities. We take our responsibilities to eliminate discrimination, advance equality of opportunity and foster excellent relations between people with different identities within the framework of the Equality Act 2010seriously. We encourage under-represented groups to have a voice in the community, and provide opportunities for everyone to understand the perspective of others and to celebrate our diversity as a community, as well as understanding our British Values.
We offer opportunities for staff, parents and other community members. Staff wellbeing and professional development are important to us and we offer a wider range of opportunities through our school, Trust and local partnerships. Parents and carers are encouraged to be actively involved in the life of the school through attending events on site, our Parent Forum or joining our PTA or Governing Body. We run a well-established Language College offering classes in numerous languages to our students, staff, parents and other members of our community. We also host a number of local community programmes and groups including Premier Soccer Coaching, Footlights Theatre Group, and the Nottingham Chinese School.
Alderman White School is a member of
The White Hills Park Trust.
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