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Alexandra Primary School

Alexandra Primary School
Catch up funding

Coronavirus Catch Up Premium

In June 2020 the government announced £1 billion of funding to support children and young people to catch up on missed learning caused by coronavirus (COVID19). This is especially important for the most vulnerable pupils and pupils from disadvantaged backgrounds who we know have been most affected. 

Alexandra Primary School received £80 per pupil from Reception to Y6, a total of £29260 in 2020-2021

We used this funding in a range of ways to support teaching and learning and to provide opportunities to develop children’s wellbeing and emotional literacy.

In order to move on from the disruption, school decided to  refocus on the following:

  • Reflect our aims through the activities and through our behaviours
  • Re-inspire staff and children by planning carefully and look at what children need to focus on
  • Re-imagine our curriculum to enable enjoyment, fun and thereby catch up
  • Re-engage in learning to refocus on the rights things.
  • Read, write and arithmetic focus through the whole curriculum.

… and children to read, be heard reading, be read to and enjoy reading for pleasure.

We used research information provided by the Education Endowment Foundation (EEF) with evidenced based approaches to catch up to support our decisions on how to best use this funding. 

The EEF advises the following:

Teaching and whole school strategies

  • Supporting great teaching
  • Pupil assessment and feedback
  • Transition support

Targeted approaches

  • One to one and small group tuition
  • Intervention programmes

Wider strategies

  • Supporting parent and carers
  • Access to technology

School has detailed how we are using the additional funding to support  pupils’ educational recovery.  The Catch Up Funding Plan 2020-2021shows how APS intends to utilise the grant and how the impact of this expenditure will be assessed.

At APS we identified the following from parent surveys and feedback from  children who attended school from May 2020.


Specific content has been missed, leading to gaps in learning and stalled sequencing of journeys. Children still have an appetite for maths and lockdown has not affected their attitudes however they are quite simply, ‘behind’.

Recall of basic skills has suffered – children are not able to recall addition facts, times tables and have forgotten once taught calculation strategies.

This is reflected in arithmetic assessments.


Children haven’t necessarily missed ‘units’ of learning in the same way as Maths, however they have lost essential practising of writing skills. Grammar, punctuation and spelling in KS2 and phonological awareness in KS1 specific have suffered, leading to lack of fluency in writing. Those who have maintained writing throughout lockdown are less affected, however those who evidently didn’t write much have had to work additionally hard on writing stamina and improving their motivation due to the lack of fluency in their ability to write.  Writing for an extended period has been an issue for many children.


Children accessed reading during lockdown more than any other subject. This is something that was more accessible for families and required less teacher input. However, children are less fluent in their reading and the gap between those children that read widely and those children who don’t is now increasingly wide. The lowest 20% of readers have been disproportionately affected. A lack of reading matter at an appropriate level has also meant that some children have not extended their reading skills.

Foundation subjects

There are now significant gaps in knowledge – whole units of work have not been taught meaning that children are less able to access pre-requisite knowledge when learning something new and they are less likely to make connections between concepts and themes throughout the curriculum. Children have also missed out on the curriculum experiences e.g. trips, visitors and powerful curriculum moments.


Many children did not have the space to be physically active.  Stamina and motivation with exercise and keeping healthy may have suffered as a result of the lockdown experiences. Progression in learning key skills will have been impacted.

Emotional resilience and well-being

Children’s lockdown experiences were varied and the impact this period has had on their emotional resilience and well-being differed from child to child. However well-being, resilience and emotional literacy concerns were evident on return to school.

Governors have been involved in discussions with our approaches to catch-up funding, based on our identified priorities.

Catch Up Funding Plan 2020-2021

Catch Up and Tutoring Programmes