Catch Up Funding

Covid 19 Catch-Up Premium and Curriculum Expectations 2020/21

The DfE has allocated £650 million to be spent on ensuring all pupils have the chance to catch up and supporting schools to enable them to do so. Individual schools will decide how they will spend their funding following advice from the Education Endowment Foundation guidance on effective interventions to pupils with complex needs. We will spend funding to support on catch-up support which addresses the individual needs of our students.

The DfE have published the following advice on Curriculum Expectations for 2020-21, ensuring that all pupils – particularly disadvantaged, SEND and vulnerable pupils – are given the catch-up support needed to make substantial progress by the end of the academic year.

·  Education is not optional

All pupils receive a high-quality education that promotes their development and prepares them for the opportunities, responsibilities and experiences of later life.

·  The curriculum remains broad and ambitious

All pupils continue to be taught a wide range of subjects, maintaining their choices for further study and employment.

·  Remote education

DfE asks that schools meet the following key expectations:

  1. Teach an ambitious and broad curriculum in all subjects from the start of the autumn term but make use of existing flexibilities to create time to cover the most important missed content. Schools should consider how all subjects can contribute to the filling of gaps in core knowledge, for example through an emphasis on reading.
  2. Aim to return to the school’s normal curriculum in all subjects by summer term 2021.
  3. Plan on the basis of the educational needs of pupils. Curriculum planning should be informed by an assessment of pupils’ starting points and addressing the gaps in their knowledge and skills.
  4. Develop remote education so that it is integrated into school curriculum planning.

The Regis School plan and allocation of funding is set out below using the three tiers of intervention identified in the EEF guidance:

1 Teaching

2 Targeted academic support

3 Wider strategies


Literacy Catch Up

In 2020/21 the catch-up funding targeted at Year 7 will be primarily used to address the legacy of lockdown on students’ reading and engagement with literacy. Our aim is to ensure that all children achieve age related expectations in reading by the time they leave Year 8 and for  students’ reading ages to be within 6 months of their chronological reading ages. Our intention is to ensure all students are confident and happy readers able to engage with the richness of the curriculum that we have to offer at The Regis School. Our aim is also to accelerate the progress of children who have fallen behind and ensure that they not only catch up, but keep up with their peers.


Catch Up

Low levels of literacy on entry in Year 7 remain a challenge for the school. Currently, 37% of children entering Year 7 have a reading age which is more than 12 months lower than their chronological age. An additional 6% of students are 7-12 months behind where they should be. Our current testing model (New Group Reading Tests) are used in conjunction with MidYis data and teacher assessment, to place students into bespoke intervention groups which target students’ individual needs. Our programme uses a combination of Direct Instruction and Expressive Writing programmes to provide intervention for students who require additional support to solidify essential reading skills. We monitor student progress regularly and report to parents to show the progress students have made over time. This targeted intervention is designed to address specific reading deficiencies identified in testing at the beginning of the year. When students make progress, we will adjust our intervention offer accordingly.


Keep Up

Students in Year 8 are also tested on entering The Regis School and New Group Reading tests are used to identify the specific needs of pupils. Currently, 34% of Year 8 pupils are more than 12 months behind their chronological reading ages and a further 5% of students are between 7-12 months behind where they should be chronologically. Our intention is to use this data to create Direct Instruction intervention groups to ensure we can target the needs of students falling behind so that they can enter Year 9 as confident readers. Students in Year 8 will have access to a Direct Instruction intervention programme and will receive further support in English though homework and support in classrooms.

We have set ourselves an ambitious target that 80% of students will be at Age Related Expectations by the end of Year 7 and that 90% of students will be at Age Related Expectations at the end of Year 8.


July 2020 Update

Overstaffing in English and Maths to provide increased capacity in classrooms    


Literacy intervention Direct Instruction                                                      


Whole School Reading Programme


HLTA/TA in Class Support (NWS/GTE/DCS)  


Full time reading catch-up assistance                   


Accelerated reader programme                                


Lexia Programme (Over 3 years)                                                         


Literacy resources funding                                          



Progress for students from Year 7 to Year 8 has been significantly impacted by the lockdown and Covid restrictions. Data collected from Year 7 pupils revealed that 34% of children were over 12 months behind their chronological age in reading. We have rested students on entry to Year 8 and this figure has remained the same. We can see that students in this bracket were not severely negatively affected by the impact of Covid 19. This can also be seen in students who tested as being between 7-10 months behind in reading ages as this figure held at 5%. From the start of Year 7 to the beginning of Year 8. This would suggest that students, missing half a year of schooling, were using resources made available to them during lockdown to continue to develop their reading skills and so have not been negatively impacted. Our aim is that with intervention, we can close the gap in attainment and ensure that all students are at age related expectations for reading by the end of Year 8.

In 2019/20 the catch up funding has a wider focus on both numeracy and literacy over the academic year to rapidly accelerate literacy and numeracy levels that provide a strong foundation for their year 8 studies where, as a United Learning academy, we aspire for all students to reach age related expectations and be within 6 months of their chronological reading age.

Low literacy levels on entry to the school remain a challenge.  38% of students (115) in our current year 7 have been tested as below the benchmark for reading (according to the New Group Reading Test, NGRT, SAS Score 95+). We will continue to use effective and targeted catch up intervention in literacy to ensure that this percentage again reduces significantly in the year 2019-20. We predict that by the end of the academic year, 80% of the current year 7 will be at ARE for reading, according to their SAS score. 

Click HERE to access the Catch-up plan 2020

July 2019 Update

Below is how we spent the funding received (£64,900) over the academic year Sep 18 - July 19 (actual spend £71,310)

Overstaffing in English and Maths to provide increased capacity in classrooms
Literacy intervention
HLTA/TA in Class Support (NWS/GTE/DCS)
Full time reading catch-up assistance 
Accelerated reader programme
£1,800 (Only year 7)
Lexia Programme
£6,850 (Over 3 years)
Continued Inference training
Literacy resources funding

We are pleased to announce that as a result of additional support and intervention, 71% of year 7 who sat a reading test on entry have now met the national benchmark for reading at some point during the year (NGRT reading score of SAS 95+).  5 students who received intervention made a remarkable 30months progress. We will continue to provide targeted intervention and support for students who are not yet at this benchmark through the year 8 catch up programme, continuously monitoring the progress of individual students who are receiving reading support.



Click HERE to access our Literacy Improvement Plan that outlines the strategies and approaches to enable students to 'catch up' 

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