Government announced £1 billion of funding to support children and young people to catch up lost time after school closure. This is especially important for the most vulnerable and disadvantaged backgrounds. 

Below we have outlined how we are utilising this funding at Rucstall Primary School to enable our pupils to catch-up and to reduce the impact of school closures due to the Covid-19 pandemic on our pupils. 

The main barriers identified following reopening in September 2020 are:

• Low engagement with learning for some pupils during the partial closure
• Years 3, 4 and 5 did not attend school between March and September 2020
• Parental capacity to support children with returns to work, financial pressures and mental health considerations – time and ability
• Decline in writing attainment
• Significant number of children requiring phonics teaching
• Staff mental wellbeing

Specific group concerns:

• EYFS 2021 – virtual open events only – possible impact on attachment issues and positive transition due to limited access to site and meeting staff
• EYFS – transition following gaps in preschool and potential attachment issues increased
• Year 1 – disrupted first year of school
• Year 2 – phonetic gaps and basic skills low
• Year 4 – attainment and progress is poor, high-needs cohort, changing staff profile
• Year 6 – attainment and progress is poor, high-needs cohort, poor learning behaviours historically, lack of parental engagement historically
• Persistent absentees – use of covid related absences required under government guidance could be abused
• Vulnerable families – increased involvement with children’s services and higher risks being presented
• Long-term attenders (key worker children) during lockdown and partial closure – wellbeing and impact on children without a break or less contact with their family due to key worker status

Desired impact foci for this academic year:

• Teach missed learning and enable pupils to ‘catch-up’ within the year to previous attainment
• Ensure EYFS pupils have a successful transition, despite changes to process
• Ensure progress in phonics is accelerated
• Reengage pupils with a love for learning, using experiences where possible
• Ensure staff and parents have tools to support their mental health and wellbeing