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Harbour Primary


Coronavirus (COVID-19) Catch-Up Premium

Our school will receive a catch up premium grant from the government in the academic year 2020-2021.

The government recognises that children and young people across the country have experienced unprecedented disruption to their education as a result of coronavirus (COVID-19). Those from the most vulnerable and disadvantaged backgrounds are among those hardest hit. The aggregate impact of lost time in education is substantial, and we need to ensure that children and young people recover and get back on track. Returning to normal educational routines as quickly as possible is critical to our school recovery.

Funding allocation

Schools’ allocations are calculated on a per pupil basis, providing each mainstream school with a total of £80 for each pupil in years reception through to 11. Our allocation is £33,600

Use of funds

We will use this funding for specific activities to support our pupils to catch up for lost teaching over the previous months. Our plan is detailed below.



  • To ensure that our children return to normal educational routines as quickly as possible, are supported by high quality teaching to recover and get back on track with their learning.
  • To use the Catch Up Premium flexibly for specific activities to support our children to catch up for lost teaching, in line with the guidance on curriculum expectations for the next academic year.
  • To ensure that our disadvantaged and vulnerable groups receive targeted support to catch up, in line with the evidence based approaches published by the Education Endowment Foundation in their support guide for schools 
  • To provide a sustained response to the coronavirus pandemic and  a longer-term contribution to closing the attainment gap
  • All pupils (particularly disadvantaged, SEND and vulnerable pupils) have received the catch-up support needed to make substantial progress by the end of the academic year as measured by termly and end of year assessments
  • Classroom observations and book scrutiny confirm quality classroom teaching is taking place, which has the greatest positive impact for all pupils and in particular disadvantaged pupils.
  • ·There has been a return to an ambitious and broad curriculum in all subjects from the start of the autumn term
  • There has been a full return to the school’s normal curriculum in all subjects by summer term 2021.

Action Steps



Assess and Review

  • Set aside time to enable teachers to assess pupils’ wellbeing and learning needs
  • Complete subject-specific assessments (such as the assessments we use for phonics) to identify particular areas where pupils have forgotten or misunderstood key concepts, to ensure that new material being covered builds on secure foundations.
  • Use standardised assessments in English / Maths to identify pupils who would benefit from additional catch-up support.
  • Ensure staff make effective use of regular formative assessment, but do not introduce unnecessary tracking systems.
  • Ensure that this years’ curriculum planning uses assessment of pupils’ starting points in each subject and addresses the gaps in their knowledge and skills
  • Review how all subjects can contribute to the filling of gaps in core knowledge, for example through an emphasis on reading.
  • Modify curriculum delivery initially to create time to cover the most important missed content from the summer term
  • Evaluate whether it is appropriate to suspend some subjects for some pupils in exceptional circumstances

Plan Next Steps

  • Teachers and SLT will exercise their professional judgement to determine which pupils are in most need of support. Although this is likely to include many disadvantaged children and those from vulnerable groups, it is not exclusive to those children only
  • SLT and teachers share with all parents via school website our plans
  • Provide all children with high-quality feedback, building on accurate assessment
  • Set up effective, structured interventions to ensure that support is well-targeted and to monitor pupil progress.
  • Interventions may be delivered one to one or in small groups and may be led by support staff (with training) or teachers
  • A particular focus for interventions is likely to be in English and maths. Programmes will have the greatest impact where they meet a specific need, such as oral language skills or aspects of reading, include regular sessions maintained over a sustained period and are carefully timetabled to enable consistent delivery.
  • Interventions will also focus on other aspects of learning, such as children’s anxiety, mental health and  social and emotional needs,and a new TA will be employed to support this am only
  • Interventions may focus on particular groups of pupils with identified special educational needs or disabilities in different year groups or classes.

NTP Tuition Partner Work

  • Register for the NTP scheme on the NTP website
  • Through NTP Tuition Partners we will be able to access subsidised high-quality tuition from an approved list of providers.
  • Work with a provider to establish tuition groups and 1:1 sessions for those most in need of support
  • To ensure that the work is most effective, create a three-way relationship between tutor, teacher and children.  
  • Ensure that tuition is guided by the school, linked to the curriculum and focused on the areas where pupils would most benefit from additional practice or feedback.

NTP Academic Mentors

  • Register with ‘Teach First’ for the Academic Mentoring programme.
  • ThrougNTP Academic Mentors, a maximum of two trained graduates will be employed by our school full time to provide intensive support to children.
  • Work with the mentors closely to establish timetables of who, when and how children will be supported. Academic mentors will be members of staff and will need inducting appropriately.

(£33,600 Grant)







£1,000 – supply cover for staff to assess and plan











Additional support staff hours











£12000 SEMH TA
















Mentors x2 on costs




SLT account for how fund money is being used to achieve objectives by termly reports to the GB

“Given their role in ensuring schools spend funding appropriately and in holding schools to account for educational performance, governors and trustees should scrutinise schools’ approaches to catch-up from September, including their plans for and use of catch-up funding. This should include consideration of whether schools are spending this funding in line with their catch-up priorities, and ensuring appropriate transparency for parents.”























Monitoring of intervention support by class teachers and at pupil progress meetings






SLT monitoring and evaluation of effectiveness of Academic mentors and NLP Tuition partner work termly.

The reception year early language programme


The Department for Education is working with the EEF and other partners to scale up delivery of the Nuffield Early Language Intervention (NELI).

NELI is a high-quality, evidence-based, 20-week intervention designed to improve the language skills of reception age pupils. It involves scripted individual and small group language teaching sessions, delivered by trained school staff, usually teaching assistants. Several EEF trials have found that NELI improves both children’s oral language and early literacy skills. A recent trial of the programme found that children made on average three months of additional progress compared to children in the comparison group.

We are a participating school and will receive free resources. We will be able to access online training from the start of the spring term 2021.

Read more about the NELI programme on the EEF’s website.