Cranborne Road, Newbold, Chesterfield, S41 8PF

01246 232370

Nurture, Cherish, Succeed


"Educating the mind without educating the heart is no education at all"


COVID 19 Catch up funding


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 will be among those hardest hit.

The government has announced £1 billion of funding to support children and young people to catch up. This 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.

Funding allocation

Schools’ allocations will be calculated on a per pupil basis, providing each mainstream school with a total of £80 for each pupil in years reception through to 11.


Use of funds

Schools should use this funding for specific activities to support their pupils to catch up for lost teaching over the previous months, in line with the guidance on curriculum expectations for the next academic year.

Schools have the flexibility to spend their funding in the best way for their cohort and circumstances.

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. Schools should use this document to help them direct their additional funding in the most effective way. This could include, for example:

  • small group or one-to-one tuition (particularly through the National Tutoring Programme)
  • summer programmes to help re-engage pupils or extra teaching capacity from September

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 when they return in September and supporting case studies to highlight effective practice.


Accountability and monitoring

As with all government funding, school leaders must be able to account for how this money is being used to achieve our central goal of schools getting back on track and teaching a normal curriculum as quickly as possible.

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. As such, all DDAT schools need to complete the individual expenditure plan below and submit this to the CEO prior to funding being released.

The guidance on full opening sets out that Ofsted will conduct a programme of non-graded visits to some schools during the autumn. During these visits, inspectors will discuss how the school is bringing pupils back into full-time education – this may include plans schools have to spend their catch-up funding.

Ofsted currently plan to resume routine inspections in January 2021, with the exact timing being kept under review. When routine inspections restart, Ofsted will make judgements about the quality of education being provided, and that will include how leaders are using their funding (including catch-up funding and remote learning) to ensure the curriculum has a positive impact on all pupils.


Catch-Up Premium Expenditure Plan


School name:

 Newbold Church School

Total catch-up budget:


Academic year:


Completed by:

Kerry Marsh

Total number of pupils on roll:


Date of review:

January 2021


Summer 2020 Catch-Up Actions Completed


Intended outcome

Estimated impact


Staff lead


PP children Y2 – Y5 who are at risk of falling behind or who have not engaged with the remote learning packs over lockdown invited to take part in Kip McGrath 1:1 tutoring for English and / or maths – in agreement with class teacher

For children to return to school in September attaining at the same level that they left school in march – no academic regression

Measured via baseline data assessments.

Out of 32 children invited, 20 children accepted the offer of 10 1:1 sessions, across English and maths.  Baseline data indicating that those children have held attainment levels during the school closure.


Kerry Marsh


Total spend:


Whole school support 


Intended outcome

Estimated impact


Staff lead


Ensure that each bubble is sufficiently staffed to allow for SEN support and Pre / post teaching activities in English and maths, providing catch up support to those requiring it.

By December 2020 for all children to have recovered lost learning and be attaining at levels equal to those when school locked down in March 2020. 

Measured via Autumn term formal assessment point

Extra TA hours in all bubbles will allow staff to identify gaps in learning and address them effectively and quickly, so that children can begin to access age / stage appropriate work in core subject areas.


Kerry Marsh



Purchase whole school access to Mymaths, allowing staff to upload and set stage appropriate homework, giving children and parents an opportunity to watch teaching and address gaps in maths learning at home



By January 2021 for all classes to be accessing their age appropriate objectives in mathematics for average and above average learners.


Measured via analysis on % of children using and reports detailing the activities set and from which set of year objectives.  

Parents to be aware of gaps in learning and supporting school to address those gaps.

Remote learning access to become ‘normal’ so that should there be more bubble closures, pupils can confidently access electronic maths platforms.

Teaching staff to be able to assess and give feedback to an increased availability of mathematics, including pre and post teaching mathematics opportunities in the home.

£ 510.00

Alex Bradshaw


Total spend:



Wider support



Intended outcome

Estimated impact


Staff lead


Purchase 10 Chrome books, to be distributed around bubbles in school alongside already existing IT platforms.

All children to have access to digital platforms in school


Accelerated reader programme to continue to work across school effectively.


All families to be able to access remote education and online learning.

Measured via analysis on % of children using platforms.

Loan agreements showing how many children are using the platforms to assist home learning.

AR programme analysis showing that children are managing regular access and making strong reading progress.  

For children to be comfortable with IT platforms for learning using Mymaths / oak academy materials, so that in the case of a shut down the children can continue to access effective teaching and learning at home.

Chromebooks  loaned to families who may need access to platforms in the case of a bubble closure.

Children continuing to access  digital maths and English learning whilst they have no access to IT suite die to bubble organization.

£ 2280

Kerry Marsh


Subscribe to Learn / ABC Spellings App to support remote learning curriculum

All children to access high quality teaching and learning, including feedback and assessment opportunities for teaching staff.

Measured via analysis on % of children using platforms.

Loan agreements showing how many children are using the platforms to assist home learning.

LEARN / ABC Spelling programme analysis showing that children are managing regular access and continuing to access core curriculum objectives.    

In the case of bubble closure / lockdown for children to continue to access planned curriculum and avoid further regression in attainment.


Kerry Marsh /

Nicola Clare


Total spend:

£ 3130