Improving Schools and Settings
Making the most of the Catch Up Premium
As we return to school and as near a normal approach to education as we can, we are all aware that the potential loss of learning and increased gaps for children are a real risk following the lock down period. All children will have experienced some impact and the DfE are providing schools with funding to support them to ‘catch up’ through the catch up premium. As the Education Endowment Foundation has clearly identified children experiencing high quality teaching and learning is the most effective way of closing gaps and improving outcomes.
Every school will receive £80.00 per pupil to support children to close any learning gaps that have developed during lock down. This can be used for a variety of approaches to ensure the impact of lockdown is reduced for all pupils.
EEF evidence shows the biggest impact on improving outcomes and closing gaps is high quality teaching – quality first teaching.
In the COVID-19 Support Guide for Schools, supporting great teaching is a key strategy - ‘Great teaching is the most important lever schools have to improve outcomes for their pupils’ (p4)
Our recent Catch Up Premium conference focussed on planning for the use of catch up premium with a particular focus on improving the quality of teaching. We explored the Education Endowment Foundation guidance and considered the key elements of how to identify areas for development and appropriate strategies to improve the quality of teaching in all your classrooms. [watch the EEF session recording below]
We believe that utilising this funding to focus on developing classroom practice is likely to have the most lasting impact and ongoing benefit to children’s learning and teacher confidence and wellbeing.
Following our recent successful online event 'Making the most of Catch Up Premium' we are pleased to be able to make available the following recorded session delivered by Lorwyn Randall, Regional Delivery Lead, Education Endowment Foundation - Supporting School Planning: A Tiered Approach to Supporting Children Most at Risk of Underachieving.
In this session, Lorwyn explores the EEF’s recently published guidance for implementing evidence-informed processes, practices and programmes using a tiered approach to meet the needs of learners. Drawing on key features of the guidance to respond to current challenges, participants gain insights into ‘best bets’ for the classroom as well as national initiatives to consider when making and acting on evidence-informed decisions in their school.