Translate / Traduire / Übersetzen / Tłumaczyć / Išversti / Tulkot / Traducir
Home Page

Telephone: 01304 821526

Recovery Curriculum

Whitfield Aspen Primary School

COVID Catch Up Premium

Spend Report 2020/2021


Summary information


Whitfield Aspen Primary School

Academic Year


Total Catch-Up Premium


Number of pupils




Children and young people across the country have experienced unprecedented disruption to their education as a result of coronavirus (COVID-19). Those from the most vulnerable and disadvantaged backgrounds will be among those hardest hit. The aggregate impact of lost time in education will be substantial, and the scale of our response must match the scale of the challenge.

Schools’ allocations will be calculated on a per pupil basis, providing each mainstream school with a total of £80 for each pupil in years reception through to 11.

As the catch-up premium has been designed to mitigate the effects of the unique disruption caused by coronavirus (COVID-19), the grant will only be available for the 2020 to 2021 academic year. It will not be added to schools’ baselines in calculating future years’ funding allocations.

Use of Funds

Relevant Research

Whitfield Aspen will be supporting pupils back to school through the introduction of a Recovery Curriculum. This Recovery Curriculum is based on the work of Barry Carpenter and the Evidence for Learning team:

“A Recovery Curriculum: Loss and Life for our children and schools post pandemic”.


This curriculum will address the impact of the national lockdown and the following areas which are identified as possible effects of the COVID-19 pandemic:


• Anxiety

• Poor sleep

• Regression of physical skills

• New unwanted behaviours

• Mental health issues

• Attachment issues

• Lack of engagement

• Trauma/Bereavement Response


Initially, the focus for all teachers will be to re-engage pupils and to make accurate assessments of points of learning for each pupil. These assessments may also inform Personal Learning Intentions/goals for each pupil where appropriate.


This initial holistic approach will lead to targeted recovery for pupils where a personalised needs-led approach is required. At this time, it may be necessary to liaise with external agencies in order for pupils to access required support. It is thought that some pupils may require a longer period of recovery, which will require more intense and prolonged specialist support



Recovery Curriculum


“Our quest, our mission as educators, should be the journey with a child through a process of reengagement, which leads them back to their rightful status as a fully engaged, authentic learner”


“Now is the time to address the damage of loss and trauma, so that it does not rob our children of their lifelong opportunities. Now is the time to ensure that we restore mental wealth in our children, so that their aspirations for their future, can be a vision that becomes, one day, a reality.”


(Barry Carpenter & Matthew Carpenter 2020)


















Each teacher will be accountable for researching and spending the money allocated to their children according to the needs they identify.


Teachers have a been provided with a simple proforma to allow them to identify gaps, provide evidence-based approaches, demonstrate how they will make it happen and how they will measure its effectiveness (Examples from across the school below).


The impact of the money spent by each class and pupil’s progress towards agreed effectiveness will be measured and monitored through frequently timetabled Pupil Progress Meetings.


Examples of research and spend from different classes on each of our pathways:


Identified gaps and losses of specific pupils/groups of pupils.

Evidence based approaches and strategies.

How to make it happen

(what do you need?)

How will you know it has been effective?

Pathway 1

The impact of limited opportunities for exploration and realisation for Child A during lockdown.

Interactive and Open-Ended Sensory Toys: Designing with Therapists and Children for Tangible and Visual Interaction. Fikar and Ganhör 2018

Accessed March 2021

Provision for intensive interaction alongside the use of “tacpacs”. Purchase of new light and switch sound toys.


Progress measured against individualised targets.


E.g. By the end of KS2 I will be able to discover activities on the tray in front of me.

Pathway 2

Decrease in sustained attention and social skills.

Autism and Joint Attention

Development, Neuroscience, and Clinical Fundamentals. Peter C. Mundy · 2016

Individualised attention bucket with a range of toys and resources for every child.

Increasingly prolonged attention during attention bucket activities which will increase to other activities through the day.

Focus story time group to remain engaged during one appropriate book.

Pathway 3

Lost opportunities through lockdown within the arts and music. 

Music Therapy, Sensory Integration and the Autistic Child. Dorita S. Berger · 2002

Provide the chance to develop keyboard Lessons for Child A, Child B, Child C and Child D who have expressed an interest and desire to explore music further.

Children will improve their technical music ability by working towards Grade 1.


Leuven Scale Assessment on involvement for an identified group of children.

Pathway 4

Create experiences that have been lost to this generation through the prolonged closure of museums etc to develop creative writing opportunities, immersion and discussion.

To provide children with first-hand experience to develop their “Cultural Capital”.


Chris Quigley –

“Education vocabulary should be taught, not caught.”

To create a “Roman Camp” on the school field with bell tents and develop a selection of school resources (slates and chalk, games, coins, artefacts) to support Roman Activities.

To see improvement in the stamina and quality for writing.

To develop complex historically accurate vocabulary.


To see an increase in children achieving B1 by the end of Y3.



As some children begin returning to school, we felt it was important for you to be aware of the approach that we are taking as a school. 

With that in mind, we have provided a summary below of both our approach and the thinking behind it. 

We hope that you feel this approach will support your child’s well-being as they begin their re-engagement with learning at school.

Please do not hesitate to contact us if you have any questions or would like more information.


A Recovery Curriculum: Loss and Life for
our Children and Schools Post Pandemic 



Whitfield Aspen have put the child’s well-being at the centre of our thinking.  We acknowledge that the children will have had different experiences during this time. However, the common thread running through all is the loss of routine, structure, friendship, opportunity and freedom.  These losses can trigger anxiety in any child.  Some of you may have experienced this with your own children.  

We know that an anxious child is not in a place to learn effectively.   So with this in mind, the school community has thought about the most effective way to support your child’s ability to learn.  This approach will encompass and support the academic expectations for your child.


What is it?   

Professor Barry Carpenter has developed the Recovery Curriculum, as a response to the losses described above.  It is a way for schools to help children come back into school life, acknowledging the experiences the children have had.  We want children to be happy, feel safe and able to be engaged in their learning.   We have decided that a way to achieve this for the children is to acknowledge the importance of helping them lever back into school life using the following 5 Levers.



The 5 Levers of Recovery



Professor Barry Carpenter, CBE is Professor of Mental Health in Education at Oxford Brookes University. He has visited Whitfield Aspen School twice and on both occasions delivered inspiring CPD to our staff.


Below is a link to his podcast on the Recovery Curriculum.