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Welcome To
Carlton Digby School


Together we achieve

Coronavirus Catch Up Premium

Funding allocation

Children and young people across the country have experienced unprecedented disruption to their education as a result of coronavirus (COVID-19). 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.

Carlton Digby School has been allocated £240 per pupil. Therefore, we are expecting to receive £21,360 (90 pupils).

Use of funds

We will use this funding for specific activities to support our pupils to catch up for lost teaching over the previous months, in line with the government guidance on ‘curriculum expectations for the next academic year’. We have the have the flexibility to spend the funding in the best way for our pupils and their circumstances.

We have used the Education Endowment Foundation (EEF) ‘Coronavirus (COVID-19) support guide for schools’ to support us to make the best use of this funding. This guide details evidence-based approaches to catch up for all students. We have used this document to help us to direct our additional funding in the most effective way.

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 goal of getting our pupils back on track and teachers teaching a normal curriculum as quickly as possible. Governors will scrutinise the schools’ plans, approach and use of funding from September. This will include consideration of whether we are spending this funding in line with our catch-up priorities and ensuring appropriate transparency for parents.

National Tutoring Programme

Although all children have had their education disrupted by the coronavirus (COVID-19) outbreak, it is likely that disadvantaged and vulnerable groups will have been hardest hit. Alongside the universal catch-up premium, the government have launched a National Tutoring Programme to provide additional, targeted support for those children and young people who need the most help.

Curriculum expectations

The DfE has 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.

  1. 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.

  1. 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:

  1. 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.
  2. Aim to return to the school’s normal curriculum in all subjects by summer term 2021.
  3. 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.
  4. Develop remote education so that it is integrated into school curriculum planning.

We have set out how we will allocate the additional funding to support curriculum recovery this academic year. Some approaches that we will use will be funded from other sources (e.g. Pupil Premium or the Primary PE grant). This will be based around the EEF guidance and the use of a 3-tier approach:

Tier 1: Teaching

  • High-quality teaching for all
  • Effective diagnostic assessment
  • Supporting remote learning
  • Focusing on professional development

Tier 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)

Tier 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