Catch-Up Premium 2020-2021

Coronavirus (COVID-19) catch-up premium:

Children and young people across the country have expereinced unprecedented disruption to their education as a result of coronavirus (COVID-19). Those from the most vulnerable and disadvantaged backgrounds will be among those hardest hit.

Therefore, the government have 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. This funding includes:

  • a one-off universal £650 million catch up premium for the 2020 to 2021 academic year to ensure that schools have the support they need to help all pupils make up for lost teaching time
  • a £350 million National Tutoring Programme to provide additional, targeted support for those children and young people who need the most help, which includes:

Please follow the link below for more information on the catch-up premium: 

How The Acorns will use the catch-up funding:

The following advice from the Education Endowment Foundation has supported our plans to utilise our catch-up funding. We have recieved £24,160. This is based on the government allocation of £80 per pupil (reception to Y6).

Supporting great teaching :

Great teaching is the most important lever schools have to improve outcomes for their pupils. Ensuring every teacher is supported and prepared for the new year is essential to achieving the best outcomes for pupils. Providing opportunities for professional development—for example, to support curriculum planning or focused training on the effective use of technology—is likely to be valuable. Almost all schools will also have made significant adjustments to organisational and logistical aspects of school life. Ensuring teachers have training and support to adjust to these changes is likely to improve the quality of teaching as all pupils return to school. Early career teachers, who may have had opportunities to develop their practice curtailed by school closures, are particularly likely to benefit from additional mentoring and support. Additional information about effective approaches for supporting great teaching is included in the EEF’s Teaching and Learning Toolkit.

One to one and small group tuition:

There is extensive evidence supporting the impact of highquality one to one and small group tuition as a catch-up strategy. To be most effective, creating a three-way relationship between tutor, teacher and pupils is essential, ensuring 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. As a rule of thumb, the smaller the group the better. However, both small group and one to one tuition can be effective catchup approaches. Tuition delivered by qualified teachers is likely to have the highest impact. However, tuition delivered by tutors, teaching assistants, or trained volunteers can also be effective. Where tuition is delivered by teaching assistants or volunteers, providing training linked to specific content and approaches is beneficial.

Access to technology:

Pupils’ access to technology has been an important factor affecting the extent to which they can learn effectively at home. In particular, lack of access to technology has been a barrier for many disadvantaged children. As all pupils return to schools, technology could also be valuable; for example, by facilitating access to online tuition or support. Some schools might find it helpful to invest in additional technology, either by providing pupils with devices or improving the facilities available in school. To support learning, how technology is used matters most. Ensuring the elements of effective teaching are present—for example, clear explanations, scaffolding, practice and feedback— is more important than which form of technology is used. In addition, providing support and guidance on how to use technology effectively is essential, particularly if new forms of technology are being introduced. Additional information about supporting effective remote learning, including using technology, has been published in the EEF's 'Best evidence on supporting students to learn remotely'.

Reseach shows that Quality First Teaching is one of the most effective strategies to support children to catch-up. We also know that our children work best when the are working with adults they are familiar with. We therefore intent to spend the majority of our catch-up funding on additonal teachers to support learning through targetted interventions. We will also use the catch-up funding to support remote learning and the use of interactive learning platforms in school. As a school, we now subscribe to Now>Press>Play and Sats Companion, as well as continuing our subscriptions with Accelerated Reader, Times Tables Rocks Stars and Purple Mash 

Nuffield Early Language Intervention:

The Acorns Primary and Nursery School will also be part of the Nuffield Early Language Intervention project (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.


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Contact the School

The Acorns Primary and Nursery School

Pooltown Road
Ellesmere Port
CH65 7ED

Main Contact: Mrs H. Broom, Executive Head Teacher

Tel: 0151 355 1546

SEN Contact: Mrs K Bentley

SEN Email:


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