Catch Up Funding


Mayfield Coronavirus (COVID-19): Catch-up funding plan

The    government  is  providing   schools  with  £650  million  of  universal  catch-up  premium  funding  for  the 2020/2021 academic  year. The aim of the funding is to help pupils catch up on education they have missed due to the coronavirus (COVID-19) pandemic. Schools do not need to spend the funds in the financial year beginning 1 April 2020, and may carry some or all catch-up premium funds forward to future financial years if they wish. The Education Endowment Foundation’s ‘School Planning Guide 2020-21 has been a source of reference to frame our approach.

Special     Schools         will receive     £240 for  each  place. This  funding  will  be  received  in  three  instalments, the  first  in  Autumn       2020, the  second in early 2021 and the third in the 2021 Summer term. School leaders must be able to show that the funding is being used for its intended purposes, and governing boards are advised to scrutinise their school’s plans for its use.  The use of the funding will be inspected by Ofsted when it resumes routine inspections. More information surrounding the catch-up premium  is found here.


Use of  funds

As a school  we have planned to use this  funding for specific activities to support pupils to catch up for lost teaching over the previous months, in line with the guidance on curriculum expectations for the next academic year.  We will use the funding in a way we identify is best to meet the needs of specific groups or learners or on an individual basis linked to our in house provision and intervention model.


Focus in relation to use of Funding at Mayfield:

Funding will be used to address the following issues that we acknowledge will impact on learning and engagement:

  • Pupils may be experiencing feelings of worry, anxiety, fear and loss due to the changes in their routines  
  • Due to lockdown measures, including social distancing, pupils will have had less opportunities to be with their friends and extended family circles, and so may miss that social support that is essential for good mental health and well-being. 
  • Some children will miss time in school due to underlying medical conditions as they are required to stay at home to shield.
  • Other pupils may be affected by disruption caused by classes requiring to isolate and therefore miss a significant number of days in school.  
  • Where there is a barrier to accessing lessons in school or resources sent home, there may be reduced engagement with academic lessons and pupils may have lost skills.  
  • Pupils will have experienced stressors within the families during lockdown including family breakdowns , parents losing jobs etc.
  • Some pupils will require support for their behaviour for learning when returning to school after periods of accessing learning from home. 




Catch-up plan:

School name:

Mayfield School :Total Predicted Catch Up Funding £29,760

Autumn Allocation : £6,960 :Spring Allocation : £10,120

Academic year:

2020 – 2021

Total number of pupils on roll:


Priority Targets linked to School Improvement Plan for 2020-21




















How we will assess Impact:

Whole School Target:

Re-engaging the whole school community to support emotional mental health and wellbeing.

Ensuring :

Parents, Pupils and Staff feel their wellbeing is supported and valued.

Related Training and Development Focus:

Training for all staff to ensure we become trauma and attachment aware and embed the approach into the daily life of school.

1.Quality of Education :

High quality teaching re-establishes the key skills of engagement , readiness for learning independence and social interaction via the recovery curriculum

2.Behaviour and Attitudes:

Challenging behaviour and emotional dysregulation is addressed as a learning need via targeted interventions - "regulate to educate“ Linked to Trauma and attachment aware approach

3.Personal and Social Development including Emotional Health and Wellbeing

The new PHSE/SRE/E Safety curriculum is embedded across school to support the development of all pupils Personal , Social , Emotional  Mental Health and Wellbeing.

Ongoing Target for 2020-2022

To develop our in-house multi-disciplinary approach and referral pathway to support targeted and timely interventions relating to emerging needs linked to EHCP outcomes.

  • Supporting for children and families across school , home and community




How the effect of the expenditure on outcomes for pupils will be assessed:


  • Assessment and analysis of pupils’ academic, social and emotional learning during and at the end of the academic year via EHCP outcomes and individual education plans.
  • Monitoring and analysis of attendance rates for the whole school and for individual pupils throughout the year.
  • Formal feedback from staff, parents, carers
  • Monitoring of pupil data relating to wellbeing, social, emotional and mental health, safeguarding and behaviour

Autumn Term  Allocation

The autumn allocation of the Catch up premium grant will be used to further enhance and refine our assessment of pupils’ holistic needs and identify the appropriate next step small targets.

This will support staff to plan and deliver a highly appropriate  recovery based curriculum for pupils as they return to school and will focus upon embedding key skills of communication and interaction  language, emotional regulation , engagement which will promote better long term outcomes.

Pupil’s targets will be detailed on their individual education plans and shared with parents and carers.


Pupil’s participation in and achievement through learning activities will be measured using the school’s menu of assessment and evidenced in Learning Files or on Evidence for Learning.

Spring  Term   Allocation

Following the further period of lockdown since January 2021 the next allocation will be used to develop enhanced support for our online resources including training for parents.

In addition enhanced welfare support mechanisms for pupils at home where parents are able to refer to the multi- disciplinary team for support in relation to specific aspects of pupils EHCP needs.

Enhanced wellbeing support from emotional regulation team for families at home including welfare support and counselling

Summer Term  Allocation

Summer Term  Allocation:  Following the full return for all pupils from 8th March. The final allocation of this year will be used to support pupils regulation and physical development to  optimise engagement , readiness for learning and health and wellbeing

In addition targeted support for pupils in relation to emotional regulation  and engagement  for learning via :

  • Thrive Support
  • Access to school counsellor
  • Small group interventions
  • Music Therapy
  • Outdoor Learning
  • Support for sensory regulation and behaviour for learning – Regulate to Educate  



Quality of Education Strategies – including Teaching and Learning and Curriculum  :



Identified Need


     Action Required

Intended Impact






Evaluation /Comments

Supporting Pupils communication and interaction skills – pupil voice

Communication Consultant  and another staff member trains as Signalong Tutor

 Pupils expressive and receptive needs met across school and home

£ 1325 x2

= £ 2650


Identified staff member completes Talk Tools training

To support pupils confidence an speech clarity

£ 1200


Support for online learning

Busy Things – home licence for parents

Pupils access learning support at home via online engaging platform

£672 for year


Support for literacy and reading skills in accessible and engaging format

Purchase licence for Bug Club

 Pupils develop reading skills via engaging online platform







Personal and Social Development and Behaviour and Attitudes :



Identified Need


 Actions Required

Intended Impact






Evaluation / Comments

Children are likely to be experiencing worry, anxiety and fear. 


Potential for associated behavioural issues for some pupils 


Support for identified pupils  via :


Provision of 1:1 and small group intervention programmes to recover pupils’ academic and social and emotional learning skills


1. 2 delegates to attend  Thrive Childhood Licensed Practitioner Course



Reduction in anxieties and the effects of trauma (often causing barriers to learning) and increased wellbeing and readiness to learn. 


Improved pupil behaviour for learning. 



Employing  additional school counsellor one day per week – 6 hrs

Enhanced social development and interaction and improved emotional well-being.  

Reduction in frequency, severity and generalisation of inappropriate behaviour. 



Working with little Voices Preston

Developing self -confidence and creativity to support engagement

£ 1680


All pupils will have access to their class staff team and specialist Pupil Support staff team  

All staff complete Attachment and Trauma Training  incl emotion coaching

Staff able to support pupils to develop regulation skills and identify and label emotions- name to tame

 Free training


Emotional Literacy Resources purchased

Pupils develop ability to name and control emotions – self or co regulation strategies



Communication Lead  and another staff member attends Emotional Literacy Support Training (ELSA)

Staff can support pupils in the above



Pupils emotionally dysregulated need sensory provision and activities to regulate

Purchase Sensory equipment for sensory diet  and regulation activities

To support effective access to learning and mastery of skills pupils will develop regulation strategies to engage learning brain – move out of fight or flight mode




Identified pupils need additional sensory input to address sensory integration needs

Shine Therapy sessions- additional input 



Staff need to develop knowledge to support pupils regulation and mental fitness

Purchase online training support for staff team in relation to developing self regulation and mental fitness

Reduce need for any form of physical intervention – pupils accept co – regulation leading to self- regulation






Wider strategies including Support for Families and Whole School :



Identified Need


 Action Required

Intended Impact





Evaluation / Comments

Parents/carers are fully equipped to support blended learning at home





Support in place for pupils with high level of sensory need



Create a series of training videos  to support parents with holistic learning in the home environment.




Produce home learning packs

For sensory support


Parents/carers have a greater understanding in and confidence to use specialist strategies at home to consolidate and generalize learning.


Families have knowledge and support for providing sensory activities at home to support regulation

Time allocation in relation to staff roles



Equipment for pets corner

Pupils develop sense of responsibility and enhanced wellbeing




Lockdown measures are likely to decrease the number of opportunities to be active and be outdoors  and in the fresh air. 


Developing Outdoor Provision:



Purchase equipment to support sensory regulation


Developing Pond area for on site learning opportunities

Increased Outdoor Ed opportunities support emotional, behavioural and intellectual development. 


Students develop: a sense of self, independence, confidence, creativity, decision-making and problem-solving skills, empathy towards others, motor skills, self-discipline and initiative.



Pupils are outside in the fresh air more frequently.







Spring Riders

£721x2 – £1442 vestibular stimulation


Total predicted spend:







Mayfield School and College, Gloucester Road, Chorley, Lancashire PR7 3HN