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2020/21 Covid-19 Premium Grant - Planned Expenditure

Strategy Statement

“Children from disadvantaged backgrounds are likely to have been more affected particularly severely by closures and may need more support to return to school and settle back into school life. Whilst all pupils will benefit from the EEF recommendations, it is likely that some forms of support will be particularly beneficial to disadvantaged.” (Covid-19 Support Guide for Schools – June 2020


At Featherby we want to ensure that:

  • No child is left behind as a result of COVID-19 
  • That academic attainment, wellbeing and social development is not compromised in the longer term and that our values and aspirational targets continue to thrive. 
  • To reduce the attainment gap between our disadvantaged pupils and their peers.
  • To raise the attainment of all pupils to close the gap created by COVID-19 school closures
  • Children’s social, emotional and mental well being is supported.



COVID-19 catch-up premium spending: summary


Total number of pupils: 563 Amount of catch-up premium received per pupil: £80

Total catch-up premium budget:

£18320- Infants

£26720- Juniors




Barriers to Future Attainment

Academic barriers (issues addressed in school such as low levels of literacy/maths):

  • Pupil attitudes to learning and resilience and stamina to access learning for longer periods of time
  • Changes in behaviour, including anxiety, self-esteem and self confidence
  • Poor writing stamina- children have had less exposure to sustained writing during lockdown
  • Pupils not being able to make links to previous learning
  • Phonics knowledge and application for pupils in EYFS and KS1
  • Foundations of learning in Early Years

External barriers (issues which require action outside school such as home learning environment and low attendance): 

  • Social disadvantage can manifest in limited aspirations, a lack of parental engagement and poor home learning environments. Children may not be exposed to rich and varied life experiences and this can put them at a disadvantage.
  • Low attendance for vulnerable families
  • Loss of learning due to school closure



How we will spend the allocation:


Quality of teaching for all


Detail (including evidence)

Success criteria


Staff CPD

Regular staff CPD to develop pedagogical knowledge, Quality First Teaching strategies and ongoing assessment for learning.

Focus on metacognition and Understanding How Children learn.

Staff knowledge of QFT strategies will improve.

Outcomes for children will improve

No cost attached

Wider curriculum resources

Resources to support a broad and balanced curriculum that has a thematic approach with appropriate scaffolds, prompts and improves access to core knowledge in foundation curriculum areas.

Evidence taken from EEF

All children are able to access the wider curriculum and use resources to support knowledge acquisition and application. 

£2000 Infants

£2000 Juniors

Additional reading texts for classes

A variety of texts that are appropriate to a range of learners including those that reflect different cultures, gender, family circumstances and race.

Children will more fully engage in reading for pleasure and increase their reading mileage.

In turn more reflective texts of today’s society will build confidence and aspiration for children.


Total budgeted cost:

£2000 Infants

£2000 Juniors

£4000 (both)

Targeted support


Detail (including evidence)

Success criteria


LEXIA reading intervention

Targeted support in phonics instruction which allows individual children to independently practice and develop basic reading skills.

The gap in children’s reading abilities and levels will close.

Children will make sustained progress in reading.

£7000 infants

£3000 juniors

NELI (Nuffield Early Language Intervention)

Targeted support for children in reception classes that is designed to improve the spoken language ability of children.


Children’s early language will improve and they will become more fluent and confident speakers.

£2000 for TA delivery.


Teach First Academic Mentor Scheme

Subsidised tuition in Literacy and Numeracy for children who need targeted support. This may be 1:1, small groups or delivered remotely for those not in school.



Children’s overall maths and English progress and attainment will increase.

Children will become more confident in areas they have gaps.



Running intervention

groups including dynamo maths and Toe by Toe

A full program of additional intervention groups is taking place

to urgently close the gaps in children’s prior learning which is

preventing them from fully accessing the learning in class.

Additional adults have been allocated for this for phonics, maths

and reading.


Children will make significant progress in closing the gaps in the core areas of the curriculum.

Children will make progress against the objectives set in the interventions.


Total budgeted cost:

£9000 infants

£15,600 juniors

£5000 (both)

Other approaches


Detail (including evidence)

Success criteria


Educational psychology additional support

Additional time from EP to support early identification of SEND in children who have been out of school for a significant amount of time.

Support for staff with strategies for vulnerable learners.


Staff are more confident in a variety of strategies to support learners.

Children with additional needs that have become more prevalent during lockdown will be supported early.


Total budgeted cost:




 Additional Information


The government announced £1 billion of funding to support children and young people to catch up lost time after school closure. This is especially important for the most vulnerable and disadvantaged backgrounds. Featherby Infant and Junior School will make every effort to support disadvantaged pupils with their learning. For the purposes of this plan, the term disadvantaged goes beyond the Government’s definition of those eligible for Free School Meals or Pupil Premium and includes those who may struggle to access remote education whilst not attending school (i.e. pupils facing difficult circumstances in the home environment of those with limited or no access to technology at home). 


Schools should use this funding for specific activities to support their pupils to catch up for lost teaching over the previous months. School leaders must be able to show they are using the funding to resume teaching a normal curriculum as quickly as possible following partial or full school closure. Governors should scrutinise schools’ approaches to catch-up from September 2020, 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. 

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.