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    COVID Catch Up

    What is the Catch-Up Funding?

    The government is providing funding to cover a one-off universal catch-up premium for the 2020 to 2021 academic year. It aims to support pupils to catch up for lost learning so schools can meet curriculum expectations. While schools can use their funding in a way that suits their cohort and circumstances, they are expected to use this funding for specific activities which will help pupils catch up on missed education.


    It is estimated that Alder Tree Primary Academy has been allocated £25,360 of Covid Catch up Funding.

    Department for Education (DfE) Expectations:

    The DfE sets out the expectations as follows:

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


    You can find out more about the DfE’s Covid Catch-Up Premium:

    DfE’s Covid Catch-Up Premium

    Alder Tree Primary’s catch-up strategy has been based on the EEF’s ‘Guide to supporting School planning’ and careful assessment of:


    • our ambitious curriculum
    • pupil well-being
    • the impact of lockdown and class closures on attendance and learning
    • the learning, progress and outcomes of key groups

    School Context and Outcomes for Children

    Key Data for Alder Tree Primary Academy (as of 16th November 2020)

    Number on roll 317
    Gender Male: 50.5%
    Female: 49.5%
    Pupil Premium and Free School Meals FSM: 47.9%
    PP: 51.7%
    Deprivation 55.2% of children in the 1st Decile
    EAL 36.6%
    SEND 15.7%
    Attendance from 07/09/20-16/11/20 93.4%

    Outcomes – Trend Data - Externally Assessed

    Focus 2018 2019
    EYFS GLD 52.1% 50%
    Y1 Phonics 57.9% 60.8%
    Y2 Combined 30.5% 41.1%
    Y2 Reading 40.7% 50%
    Y2 Writing 32.2% 44.6%
    Y2 Maths 45.8% 60.7%
    Y6 Combined 23% 36.8%
    Y6 Reading 44.3% 43.9%
    Y6 Writing 32.8% 45.6%
    Y6 Maths 37.7% 54.4%

    Outcomes – November 2020 (Rising Stars Teacher Assessed Data)

    Focus November 2020 (Rising Stars Baseline Assessment Data)
    Y1 Phonics 51.2% (Year 2)
    Y2 Reading 19.4%
    Y2 Maths 13.9%
    Y6 Reading 15.5%
    Y6 Maths 7.3%

    Barriers to Future Attainment

    Academic barriers: Impact of lockdown on progress & attainment at KS2

    A Prolonged periods of lockdown, class closures and periods of self-isolation will have a significant impact of progress and attainment for disadvantaged children. Students were assessed using Rising Stars Assessments during the Autumn term of 2020, the outcomes of these assessments were significantly lower than prior years.
    B Developing early reading is a key strategic priority for our school. To ‘catch up’ and make the progress in reading that our disadvantaged children deserve they need access to consistent, daily reading support and access to carefully selected reading books. Periods of lockdown, class closures and periods of self-isolation will have a significant impact on progress and attainment in reading for children in Early Years and Key Stage One.
    C In 2020, Year 1 pupils missed the phonics screening due to school closures. Historical data indicates that, Pupil Premium children often have weaker comprehension and inference skills in reading. As such, funding will be allocated to additional phonics interventions, alongside parental support events.

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

    D ‘Digital poverty’. High levels of deprivation have a serious impact on families’ access to technology and remote learning
    E Alder Tree Primary has a high proportion of NTE and EAL learners (36.6%). Early acquisition children (NTE who have been in the country for between 2 and 4 years) are typically behind their peers and most do not achieve ARE by the end of Year 6. Many NTE and EAL pupils have had several months out of school due to school closures and have only spoken in their home language or limited English. As such, immediate interventions to support our EAL students will need to be in place to ensure these students are well prepared for the next stage in their education.
    F Bubble closures, self-isolation and quarantine are having a severe impact on attendance and community morale. Some classes have now been closed twice and this has real consequences for employment, family incomes and community morale. The experience of extended lockdown has been difficult for many of our families. A portion of funding will be allocated to enhance children’s school experience through residentials to boost community morale and re-establish a love of learning.

    Alder Tree Primary Academy Strategy Statement and Catch-Up Priorities

    Alder Tree Primary Academies catch-up priorities are:


    • To ensure that all children have access to excellent ‘quality first’ teaching
    • To provide highly effective intervention and support for those children identified as ‘at risk of falling behind’ due to COVID-19 school closure
    • To minimize the impact of COVID-19 school closure on the progress and outcomes of all pupils by ensuring that children have access to high-quality remote learning in the event of closure
    • To ensure that all our children have access to the ‘right book at the right time’ so that children can ‘catch up’ in phonics learning and early reading.
    • To provide outdoor learning experiences for our children to prioritise their mental health and their social and emotional wellbeing.
    COVID Catch up Premium Allocation
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