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St James

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Catch up and School Led Tutoring 2021 - 22

Using catch-up premium funding:

 

Schools should use this funding for specific activities to support their pupils’ education recovery in line with the 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 learning. Schools should particularly focus on disadvantaged and vulnerable pupils as we know they have been most affected. To support schools to make the best use of this funding, the Education Endowment Foundation (EEF) has published a coronavirus (COVID-19) support guide for schools with evidence-based approaches to catch up for all students. To support schools to implement their catch-up plans effectively, EEF has published the school planning guide: 2020 to 2021. This will provide further guidance on how schools should implement catch-up strategies and supporting case studies to highlight effective practice. Schools can use catch-up premium funding to support any summer catch-up provision that they are offering and can carry funding forward to future academic years.

 

School Led Tutoring:

 

School-Led Tutoring should focus on providing tuition to disadvantaged pupils. This should include pupils eligible for pupil premium but could also include pupils with other types of disadvantage or additional needs, including Special Educational Needs and Disabilities (SEND), children who have a social worker, previously looked-after children, young carers and other vulnerable pupils. Schools and should involve their SEN coordinator, designated safeguarding lead, and designated teacher for looked-after and previously looked after children, as well as their area’s Virtual School Head to understand what approaches to tutoring will be best suited to vulnerable pupils with different needs. However, if a school feels that a pupil who doesn’t fall into these categories would benefit from catch-up tutoring, the funding can be used to provide this. Schools should facilitate regular interaction between staff and tutors to ensure that sessions address education gaps and provide support in areas that pupils are struggling with. Tutoring which focuses on a specific subtopic or skill within an academic subject may be particularly beneficial to pupils. When implementing tutoring, schools should consider the following characteristics associated with positive teaching outcomes:

• tuition is most beneficial when it is explicitly linked to classroom teaching and pupil’s specific needs

• high quality and individualised feedback is essential to a pupil’s progress

• regular assessment and monitoring will ensure pupils remain on track and identify areas of focus

• short, regular and sustained tutoring sessions tend to have the greatest impact

• smaller group sizes lead to better outcomes for pupils

• tutoring is most effective when planned well, supported by teaching resources and has clear objectives for the course of delivery

• engagement can be increased by building good relationships between tutors, pupils and families

• tuition is most effective when staff are trained and supported (see the Training section of this guidance)

 

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