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Hungerhill School Hungerhill
School

Covid Recovery Plans/Catch up Premium

The effects of school closures and the lockdown in response to the Covid-19 pandemic has been detrimental for all students. Hungerhill School has planned to use the catch- up premium to support the following interventions:

  • Summer School- Year 10
  • Extended school day - Year 11
  • Additional groupings in maths and English- Year 11
  • Daily booster sessions- Year 11
  • Additional mainstream support - Year 7 English and maths
  • Additional reading programme - Year 7 and Year 8
  • Covid 19 wellbeing package

 

Summer School- KS4 students

Whilst many students and parents were enjoying a well-deserved summer holiday break in August, approximately 100 Year 10 students, supported by the commitment of their teachers, showed tremendous dedication to their studies. For a full week, they experienced a 2-hour workshop in each of English, maths and science every day from specialist teachers. Students were placed in small bubbles in order to provide high levels of support. The summer school was an opportunity for Year 10 to build on the work that they studied during remote learning and also since the school reopened for them in June. The sessions aimed to prepare students for their full time return in September and bridged gaps in learning so they would not be disadvantaged in these vital core GCSEs. The attitude, commitment and behaviour from the year group was fantastic. Well done!

Some comments from students:

“I feel like I am getting back to a routine and feel ready to come back to school fulltime.”

“It was really good to get to socialise at lunchtime. We couldn’t do that when we were in before because we had had days of lesson and all we saw were the few people in our bubble.”

“I am so tired. I am not used to six-hour days. It was worth it though.”

Teachers also commented that the school felt like it was getting back to normal.

Extended School Day - Year 11

Year 11 have continued to impress since returning to school. Every Monday, Tuesday and Wednesday after the rest of the school have left, they continue to work hard for an extra hour. Students have an extra lesson each of English, maths and science. Attendance is mandatory and has been exceptional and students are making large leaps in their learning. The curriculum leaders, Mrs. Ryan, Mrs. Susca and Mrs Wadd have all commented that the students’ approach to the sessions have shown high levels of motivation. They are sure that the extra effort will pay off and spur students to success in their GCSEs. Keep going Year 11 - remember - nothing in the world worth having comes easy.

Additional groupings in maths and English- Year 11

In addition to the after-school sessions, English and maths have created additional groups within timetabled lessons. These small groups allow for students to be provided with more direct instruction and extra teacher feedback to address gaps in learning.

Daily Booster Sessions- Year 11

5 additional tutor groups have been created for Year 11 students with a focus on English or maths. This structured intervention is to provide extra support-It is guided by the effective assessment of students’ individual strengths and weaknesses to improve knowledge and attainment.

Additional mainstream support - Year 7 English and maths

The school will still continue to fund additional interventions for Year 7 English and maths because of the gaps in learning caused by Covid-19 lockdown.

Maths:

Students in Year 7 are grouped according to ability using a combination of their Key Stage 2 scores and an internal baseline assessment.  Where Key Stage 2 scores are not available this will only be based on the internal assessment.

Our Key Stage 3 Catch Up groups allow us to create a smaller class size for students of similar ability to work on targeted numeracy work. Students who are in catch up classes follow a specialised scheme of learning called Build a Mathematician (BAM). This develops student’s numeracy skills with a linked focus on literacy to ensure access to all curriculums across the school. Students in catch up classes will also have two additional form time numeracy interventions over the academic year.  We are passionate that this will provide the foundations required to give our students the best opportunities in the subject.

We have invested in Hegarty Maths which allows students to cement and build on their learning during lesson. Students can access the website remotely to work independently and extend their learning at their own pace.

We continue to add resources to the department in order to support our Teaching for Mastery curriculum which is focussed on ensuring students gain a deeper understanding of the mathematics they are studying through, amongst other things, the use of concrete manipulatives. Students are encouraged to understand the key mathematical concepts and structures, rather than simply following procedures. As well as resourcing the department, we also invest in the development of our staff each year. The EEF’s Teaching and Learning Toolkit references five months impact through using such methods of teaching.

English:

When students enter Hungerhill in Year 7, they are grouped according to their KS2 result, the national GL assessment and our own internal assessments. This allows us to place our students who need some extra support with English into smaller groups, to allow for targeted literacy-based work. Where Key Stage 2 scores are not available this will only be based on the internal assessment.

In our Year 7 catch up classes, we use the Reciprocal Reading strategy to support our students in making rapid progress in their reading. Two of the main benefits of the strategy are the pre-teaching of vocabulary and the use of structured discussion to improve both inference and writing skills. Pre-teaching challenging vocabulary and encouraging students to dissect words and then explore them within different contexts which are more familiar to them, allows them to understand the words when they are put back into the context of the text we are reading which, in turn means they are far more likely to be able to internalise the word and then use it within their own work. The use of structured discussion builds confidence in our students, encouraging them to be more ambitious with their ideas and consider their different thoughts carefully, before committing their finished ideas to paper.

Our Curriculum Leader has worked alongside our KS3 Co-ordinator to evaluate and redesign our provision, to ensure high challenge in our lessons and resources and that additional gaps in leaning caused by lockdown have been addressed, thus enabling students to make accelerated progress towards the age-related expectations.   

Additional reading programme - Year 7 and Year 8

This intervention aims to equip students with reading and writing skills that can continue to be built throughout their secondary school experience. 

It supports students whose attainment in literacy is below average, and whose confidence as readers is low.  The increasingly challenging and academic range of reading can be a struggle and this intervention provides the skills to develop key areas of reading acquisition.

Covid-19 wellbeing package

We are currently involved in a training programme, to help improve how we respond to the emotional impact of the coronavirus pandemic on our students and staff. This addresses the additional pressures some young people may be feeling as a direct result of the pandemic, as well as to any emotional response they or their teachers may still be experiencing from bereavement, stress, trauma or anxiety over the past months.