Recovery Premium

Purpose

The recovery premium grant is part of the government’s package of funding to support pupils whose education has been impacted by coronavirus (COVID-19).

It is a time-limited grant providing over £300m of additional funding for state-funded schools in the 2021 to 2022 academic year and £1bn across the 2022 to 2023 and 2023 to 2024 academic years.

It is focused on pupil premium eligible pupils and pupils in specialist settings such as special schools, special units and pupil referral units (PRUs). This is because of the additional impact of the pandemic on these students.

However, schools can use it to deliver evidence-based approaches for supporting any pupil based on an assessment of individual need.

Therefore, our key priorities and spending plans are outlined in detail in our Hartford Infant and Pre School Strategy Statement for 2022-23 

Research

As with pupil premium, schools must use their recovery premium on evidence-based approaches to support pupils. A ‘menu of approaches’ has been developed to help schools to use both grants effectively.

Any activities funded by recovery premium (or pupil premium) must align with the ‘menu’ from the start of the 2022 to 2023 academic year. It can be found on page 7 of Using pupil premium: guidance for school leaders.

Our priorities for 2022-23:

We have decided that we would spend this grant over the course of the academic year to improve these priorities:

Intended outcome	Success criteria
· Support the quality of teaching through CPD, mentoring and coaching e.g. to develop UQT · Establish strong middle leaders and other individual needs.	· Employees are highly effective in their roles and well prepared to deliver the best possible education, experience and outcomes for all pupils. · Staff are motivated, competent and have high self-esteem. This supports the retention of staff at Hartford Infant and Pre School.
· Enhance our broad, engaging, enquiry-based curriculum from Pre School through to end of Key Stage 1 with a continued emphasis on oracy.	· Improved outcomes for all pupils from their individual starting points.
·  Through rigorous assessment identify children most at risk of under achievement and deliver regular, bespoke interventions and tutoring over a sustained period to support gaps within learning.	· Narrow the gap between identified pupils and their peers to meet age related expectations.
· Tackle non-academic barriers (such as attendance, behaviour and SEMH) through pastoral support.	· Ensure most vulnerable pupils are able to access the curriculum and be successful in all that they achieve.

 

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