Coronavirus (Covid-19) Catch-up Premium

Catch-up funding – planned expenditure     

Amount of funding: Sept 2020 – Mar 2021 – £8260                                                        


Following the 2020 lockdown due to the COVID-19 pandemic, schools have received an additional amount of money to provide catch-up support for those pupils that require it. At Langley Green Primary School, in order to utilise this additional funding in the best possible way, we have closely considered the guidance received by the Government and used timely assessments of both children’s academic and personal development needs to inform our decisions. The table below outlines our intention with a rationale accompanying each decision.



Specific implementation  

Expected impact

One to one and small group tuition

There is extensive evidence supporting the impact of high quality 1:1 and small group tuition as a catch-up strategy. Daily 1:1 reading with targeted children.

Additional support for development of fine & gross motor skills (Nursery -Year1).


By increasing targeted children’s time spent reading 1:1 to an adult, we expect to close gaps in reading progress.

By prioritising the development of fine and gross motor skills in identified children, we expect to close any gaps in this area of development that may have occurred during the lockdown period.



In order to support pupils who have fallen behind the furthest, structured interventions, which may also be delivered one to one or in small groups, are likely to be necessary.


Assisted blending and reading practise catch-up.

White Rose Maths – catch-up programme.

By providing maths and reading catch-up interventions for identified children in the afternoons, we expect to close the gaps in maths and reading.
Access to technology Pupil’s access to technology has been an important factor affecting whether they can learn at home. As pupils return to schools, technology could also be valuable; for example, by facilitating access to online tuition or support.


The purchase and implementation   of online learning platforms. By ensuring that children have access to quality maths and spelling practise at home, supplementing the learning they are doing in school, with challenges and tasks set by the teacher at their level, we are expecting the impact to be accelerated progress in maths and spelling.
Supporting parents and carers Parents have played a key role in supporting children to learn at home and it is essential that schools and families continue to work together as pupils return to school. Providing additional books and educational resources to families, with support and guidance, may also be helpful – for example, offering advice about effective strategies for reading with children. The purchase of additional sets of phonic reading books to enable school to have a ready supply of books that can be used in school and also enough for parents to take home on a more regular basis, incorporating book ‘quarantine’ rules. By ensuring that all children are able to access a wide range of phonetically matched reading books at both home and school simultaneously, and by providing parents with the resources to continue to practise phonic awareness at home, we expect the impact to be accelerated improvement in the children’s reading and phonics ability.