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Summary information |
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Total number of pupils: |
666 |
Amount of catch-up premium received per pupil: |
£67 |
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Total catch-up premium budget: |
£43,420 |
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Additional 16-19 Funding |
£1,210 |
Amount of catch-up premium received per pupil: |
£30 |
The school’s catch up priorities are also those of the Russell Education Trust. They also describe the core approaches taken, intended to help students catch up on missed learning and the overall aims of the strategy. They are
Curriculum Modification for Year 10-12
Years 11 and 13 missed significant elements of their examination courses due to lockdown. At the time, these priorities were put together these students also faced a likely change to the assessment model for their examinations. This turned out to be relatively limited, but it is still possible, at the time of writing (Dec 2020), that further changes will be made. Curriculum modification was necessary to ensure that specification content could be covered given the restrictions of lockdown without detriment to student outcomes.
There was an impact for years 10 and 12 too as they were unlikely to be able to start their examination courses in the normal way and the impact of this had to be mitigated.
Developing the Digital Curriculum
This was to support the initiative above and ensure that a blended learning approach would be successful in the event of students having to self-isolate. In addition, it was to enhance the future delivery of minority and/or hard to staff subjects post-COVID. All students self-isolating benefit from blended learning from our VLE, MS Teams (live teaching) and Classcharts – our main communication tool.
Reducing the Gap for Disadvantaged – digitally, socio-economically, SEND, Y7
Differential engagement in learning and effectiveness of this has not only limited all students learning but there is a risk of increased gaps between students and student groups. This presents ongoing challenges during this academic year. Circumstances for students who have to isolate are different to those during lockdown when it applied to all students, and this needs to be accounted for.
Even without COVID, the school is always mindful that an attainment gap can develop and grow during secondary education, whether for an individual or a group. A strategic aim is for us to address this and as and when it occurs. COVID requires us to work on it now to limit further impact caused by the disruption.
SEND students have required a great deal of support and intervention during lockdown and since with many of them being taught in school or with a specific provision provided by staff on a 1:1 basis. Additional new staff have been brought in to assist with this and additional resources have been created. Annual reviews have all included details of how students are coping or not and 1 page profiles have been re-written to include new strategies to support staff and students.
Emotional & Mental Health support for students and staff.
Students and staff dealt with a range of emotional stress emerging directly from lockdown or indirectly because of the impact it has had on their families. Identification and support for those who needed it was an important factor on the return to school.
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Barriers to future attainment |
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Academic barriers: |
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A |
Students in examination year groups who missed a substantial part of their teaching in normal classroom conditions are most at risk of their life chances suffering as a result of covid. In particular, this affects Year 11 because Year 13 classes are smaller and ‘normal conditions’ were more possible during lockdown. |
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B |
Students in non-examination year groups who need to catch up on missed learning. |
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C |
Professional development needs for teachers who missed half of their initial teacher training or NQT programmes. |
Additional Barriers
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External barriers: |
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D |
Attendance is a key issue. At the start of the academic year, it was particularly important to establish routines and capacity to respond to individual occasions of student absence. |
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E |
Students who present with emotional needs, including those related to trauma, and may request access to office staff or have hardship concerns as a result of parents losing income. |
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F |
Some families have limited access to technology and broadband. |
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Quality of teaching for all |
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Action |
Intended outcome and success criteria |
What’s the evidence and rationale for this choice? |
Staff lead |
Cost |
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Purchase key texts in Business Studies |
To support students back into Business education |
Disruption to learning due to staffing issues and lockdown |
MI |
£780 |
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Purchased one Raspberry Pie keyboard |
Exploration into more cost-effective ways to support remote learning |
The cost of lap tops (purchased and repair) to the school has been high due to lockdown. Therefore, looking at alternatives was deemed important. |
OS |
£93 |
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Purchased a three year subscription of GSCE POD |
Increase in visual stimulus for remote learning |
Live lessons take place all day, the purchases of this will enrich online learning and enable all types of learners to succeed. |
AN |
£6,990 |
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Digital Theatre Plus |
To ensure effective learning in drama |
Lack of first-hand knowledge of the theatre for GCSE drama studies due to the closures during lockdown |
SC |
£592 |
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Purchased a Year group set of ‘Boys don’t Cry’ |
Cover the English Literature syllabus effectively in year 10 |
Lockdown has created issues when class sets of resources are not enough to allow students to work at home. Year group sets purchased. |
CO |
£135 |
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Total budgeted cost: |
£8,590 |
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Targeted support |
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Action |
Intended outcome and success criteria |
What’s the evidence and rationale for this choice? |
Staff lead |
Cost |
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Sam Learning Licence |
Students to catch up with any gaps from lockdown one. Work is tracked within system for success criteria |
Work can be individually assigned to students dependent on their learning gaps. Work can be carried out at home or school. Good evidence base to system and students at THS are engaging well with it now we have it in place. Two part time members of staff are allocated to manage the system and parent communications along with the monitoring of progress and allocation of work in conjunction with subject leads. |
HP |
£300 |
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Disadvantaged Project |
Greater knowledge of these students shared whole school |
Recruitment of a part time person to hold 1:1 meetings with all pupil premium students to find out the impact of remote learning and their current progress. Rationale is that with greater knowledge of these young people by their teachers will improve teachers’ understanding of, and commitment to, adjustments that need to be made and therefore progress and attainment will increase. |
HP |
£888 |
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Twinkl License |
Targeted resources easily available for SEND, EAL and students in our in-school provision |
Twinkl has a nationally renowned resource base of learning and assessment materials for every key stage. In this period of Covid and lockdown, the need for individual and bespoke has increased and this licence improves staff ability to efficiently identify appropriate resource for enriching learning. In addition, we have had two EAL students join THS with very little English language and Twinkl resources are a good supplement to supporting them acquiring the language. |
HP |
£190 |
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MidYIS testing |
Accurately identified strengths and needs |
MidYIS is a cognitive ability screening programme that breaks down to various cognitive areas and provides a range of standardized scores. This adds to other evidence such as teacher observations and allows us to accurately identify special educational needs, as well as seeing students that are above average. This is supporting us with catchup as we lack SATS results for our year 7s. |
HP |
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TTRS License |
Improved phonics, reading comprehension, keyboard skills |
On-line programme, evidence based for 3 x 20 minute sessions per week. Supports all year groups with literacy and touch typing. Key for students in years 7 and 8 as well as KS4 students wanting to type for access arrangements. Particularly useful for the huge increase in use of keyboard skills while students work remotely on their laptops/PCs. |
HP |
£728 |
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Total budgeted cost: |
£2,106 |
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Other approaches |
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Action |
Intended outcome and success criteria |
What’s the evidence and rationale for this choice? |
Staff lead |
Cost |
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TA Additional hours in September (STA) |
To support vulnerable students back into education |
The impact of Covid created a minority of students who required specific intervention to phase them back into being educated on site. A new year 7 with an EHCP and limited transition data also required more support than was evident from her EHCP. We had several new starters whose needs rose significantly in starting secondary school in the context of Covid; they had missed the preparatory year 6 final term and SEMH in general was heightened. |
HP |
£911 |
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Intervention from AST (TIL) |
To support weaker staff |
NQT’s required further support sue to their disrupted training. Support given in key areas and BFL support provided where appropriate in September |
CO |
£1503 |
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EISS support |
To support vulnerable students back into education |
Individual students supported due to the impact on lockdown and transition back into school |
OS |
£400 |
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Additional day at Post 16 (KU) |
To support vulnerable students back into education |
With no Head of Sixth Form appointed additional time has been required on our most experienced Post 16 practitioner (increasing hours) in order to support with transition and pastoral matters. |
CU |
£1429 |
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Increased in capacity in PLUS (POY) |
To support vulnerable students back into education |
Safeguarding referrals increased hugely at the start of the academic year. One of the support team was CEV therefore additional capacity was required. |
CO |
£4772 |
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Increase in TA hours (STA) |
To support vulnerable students back into education |
The impact of Covid created a minority of students who required specific intervention to phase them back into being educated on site. A new year 7 with limited transition data also required more support. There was a very significant increase in SEMH needs, particularly evident in year 7 but also in all year groups. |
HP |
£3594 |
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Additional day in PLUS (MCE) |
To support vulnerable students back into education |
Safeguarding referrals increased hugely at the start of the academic year. One of the support team was CEV therefore additional capacity was required. |
CO |
£3117 |
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Additional days in Finance |
Increase capacity in order to run the school across two sites |
With no SBM appointed additional time was required in finance due to the demands of the ‘new normal’ |
OS |
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Additional days in HR |
Increase capacity in order to run the school across two sites |
With no SBM appointed additional time was required in HR due to the demands of the ‘new normal’ |
OS |
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Total budgeted cost: |
£15,726 |
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Additional Information
In this section you could annex or refer to additional information which you’ve used to support the sections above. For example:
For 16-19 funding information, please click here.