High Street, Kimpton, Hitchin, Hertfordshire SG4 8RB

01438 832394

Kimpton Primary School

Achieving today; ready for tomorrow.

Covid19 'Catch Up' Premium Report.

Please read below our outlines on how we are addressing the gaps caused by lockdown and an explanation of how we are spending the government funding related to Covid-19.  You can also download this report here: KPS Covid19 Catch Up Premium Report 2021

COVID-19 Catch-up Premium Spending: Summary


Total number of pupils:


Amount of catch-up premium received per pupil:


Total catch-up premium budget:


There is a cross over with the Pupil Premium fund as some of the initiatives will be funded from both.




When the children returned from lockdown, March 8th 2021, we set about assessing all the children’s new starting point and used both summative and formative assessment strategies. From this we had a clear benchmark, and it will also allow us to measure the impact of our COVID Catch up Strategy. Core Subjects – Whilst these are all still in focus we have highlighted writing (spelling and handwriting) and maths as the two key areas. Reading did show some regression but support from home was more often around reading.


·         Restructure planning to over learn and cover missed components in all subject areas

·         One teacher out of class to run specific targeted catch-up sessions

·         All staff trained in phonics to maximise the number of adults available to run sessions

·         Purchase of additional planning written by Herts for Learning (County)

·         Maths Summer Project  

·         Support groups in place to give opportunities for gaps to be addressed – these were highlighted from our Pupil Progress Meetings on INSET day (April 2021)

 Overall aims of your catch-up premium strategy:

o    To reduce the attainment gap between your disadvantaged pupils and their peers

o    To raise the attainment of all pupils to close the gap created by COVID-19 school closures

o    To close learning gaps created for all pupils compared to ARE


Barriers to Learning


Academic Barriers


Social and Emotional – children who have experienced significant impact on their social and emotional wellbeing during lockdown through lack of routine, interactions with their peers and support at home.


Space – we have limited space to run small groups


Funding – due to low number of pupils, we will need to use HLTAs to cover classes when teachers are absent and this will impact on support groups



External Barriers


Attendance – some of targeted children are also a focus for improving attendance – with guidance to stay at home if you have any of the 3 symptoms, this will also have an impact on attendance.


Support from home with reading, times tables, spellings, and homework


Planned Expenditure for Current Academic Year



Intended outcome and success criteria

What’s the evidence and rationale for this choice?

How will you make sure it’s implemented well?

Staff lead

When will you review this?

Ensure consistent assessment of writing across the school through internal writing Moderation as well as HfL support.

  • Teachers to accurately assess writing and find common areas of development.
  • Our internal data showed that writing had lower attainment across all year groups.
  • Evidence in books demonstrated low writing abilities compared to ARE in previous years.
  • Children spent more time on laptops than physically writing during lockdown.
  • SLT identified reduced quality of handwriting and concerns that new spelling scheme had not had chance to embed – this was supported by our Herts Improvement Partner.
  • Writing across the curriculum monitoring check – this will ensure that teachers are focusing on writing skills during foundation subjects to close the gap.
  • Professional dialogue with class teachers and subject lead
  • Support from TLA
  • Writing moderation
  • Monitoring through: book looks, learning walks and lesson observations.

English Lead

Headship Team

End of Summer Term to reassess and implement new targets for September.

Give all teachers training on the process of writing and the learning journey required to build strong writing skills

  • Teachers to include all element of the writing process with specific focus on modelling -shared writing and modelled writing.
  • Lesson observations highlighted the need to training in the process of writing development.
  • Lack of modelled writing being seen around the school.
  • Good writing models are being shared with children but these aren’t being transferred in their writing.
  • External training to be provided for all staff by our TLA
  • Purchase support materials to help teachers structure each unit’s learning journey
  • Monitoring of books
  • Dialogue with staff around their planning – steps taken, how they are incorporating their cohort weaknesses and looking at the sequential planning of writing skills

English Lead


Subject leads – ensuring the transference of these skills into other subject areas

This will form part of our School Improvement Priority areas for next academic year and will be reviewed regularly

SEND / Differentiation Training

  • Teachers to differentiate effectively, to provide activities that enable each child to succeed and progress in all areas of the curriculum.
  • Teachers to reasonably adjust for pupils with SEND so they can become independent learners
  • All staff to implement external advice and evidence it on the APDR cycle (pupil trackers)
  • Data has shown slow progress for children with SEND
  • Meetings with Teachers, NQTs especially, have highlighted the need for training on differentiation.
  • Book looks have shown differentiation needs further development across the curriculum.
  • Book look since SENDCo did training on differentiation
  • Data will show progress for children with SEND.
  • Teachers and TAs to be included, where possible, with outside agency meetings so they understand how to implement advice.



Six weekly APDR cycle for measuring impact of external advice.

Data drops

Maths Summer Project

  • Teachers to diagnose gaps in learning and re prioritise summer learning sequences.
  • Summer learning sequences to focus on high value learning gaps to ensure foundations are secure heading into autumn term.
  • Lockdown monitoring identified quality provision for maths, but could never match the quality of in school face to face learning.
  • End of spring data shows a clear need to improve progress so that children get back on track with end of year and phase progress.
  • Two lockdowns have now contributed to gaps in learning or learning needing to be secured –identified in diagnostic assessment.
  • Maths lead to attend training of how to train staff in use of diagnostic tools.
  • Maths lead staff meeting and support team by downloading all relevant documents and registering individuals for training.
  • All staff attend webinar of training. Maths lead meet with staff following their training session to ensure they can implement effectively.
  • Monitoring through book looks and lesson observations

Maths Lead

Headship Team

End of summer term –second diagnostic assessment completed


Robust transition meeting ahead of autumn teacher to teacher


  • Maximise high value learning opportunities
  • Maintain staff and pupil well-being and curriculum time for broader learning but enhance maths provision –smart learning.
  • Additional time is needed to allow for gaps in maths to be filled – small groups or clusters of children/ learning concepts identified in diagnostics and AFL but not at the expense of the broader curriculum or staff/pupil well-being.
  • Teachers identified the challenge of ‘fitting’ in all the requirements of learning within the maths hour
  • Continue with daily fluency. 15 minutes outside of the maths hour.
  • Staff received additional training from maths lead about maximising the 5 slides, so they contained:
  1. High value number
  2. Reactivation
  3. Multiplication focus
  4. Maintenance of recent learning
  5. Identified diagnostic weakness
  • Following training staff are now also making use of open-ended models and graphics as starters, early morning learning, end of day and transitional times– low entry, high ceiling to promote reasoning and language skills
  • Observations
  • Teacher/leadership discussion
  • Pupil voice

Maths Lead


End of summer term

EYFS – Back on Track Moving to Year 1

  • Teachers to Continue an EYFS pedagogy in Year 1 to enable optimal progress in development and learning for all pupils.
  • Pupils entering Year 1 in September 2021 will have been through 2 periods of remote learning during their early education where they have missed high value interactions and time needed to play and explore their own interests
  • Spring 2021 showed majority of the cohort not at ARE
  • Pupils will have the opportunity to get back on track through a context in which they revisit and consolidate prior learning, apply new skills being taught whilst they embed the characteristics of effective learning through child initiated learning (an approach they are familiar and content with)
  • Training to be undertaken by both Year 1 and EY teaching teams
  • Collaborative planning of the Year 1 classroom
  • Fortnightly review of approach
  • Observation of children’s engagement and learning daily
  • Adaptations made to classrooms daily based on the needs identified.



End of Autumn term 2021






Intended outcome and success criteria

What’s the evidence and rationale for this choice?

How will you make sure it’s implemented well?

Staff lead

When will you review this?

COVID Catch Up Teacher


  • To target small groups of children for 6-week blocks and close gaps in their learning
  • Support rapid progress
  • Reduce or close gap on attainment


  • Having success with small group teaching in the past
  • Data shows clear groups to target
  • Benefits to class teaching as the class size will reduce and class teacher can target even more children in lessons.
  • Target the teaching at the correct pitch for the small group.


  • We have chosen a member of staff who has proven themselves as an excellent teacher and one that has taught across KS1 and KS2.
  • As a member of SLT, she is clear on the school’s focuses and can report back on progress.
  • She will communicate with staff to ensure the correct children are targeted and look at data with DHT to support these decisions.
  • Regular reviews with class teacher will happen and if a group achieve their target inside of the 6 weeks cycle, we will rotate the group sooner or address another curriculum area.


Headship Team

Mrs McCullough


End of Autumn Term 2021


Support Groups

  • Close the gap on attainment
  • Address gaps in learning over a 6 week periods
  • Address misconceptions or overlearning from that day's lessons
  • Additional focus on social, emotional and mental health (SEMH)


  • Data
  • Success with focusing on one learning area rather than trying to challenge all at once.
  • 6-week blocks support learning staying in the long-term memory
  • Review learning to support work in class.
  • Observations
  • Pupil Progress
  • Teacher meetings with SENDCo
  • Pupil Voice



End of Autumn Term 2021


Total budgeted cost: