The EEF state that children from disadvantaged backgrounds are likely to have been particularly affected during the school closures linked to the COVID-19 pandemic and that this group of pupils may therefore need more support in returning to school and settling back into school life.

When designing our Recovery Curriculum we used the EEF COVID-19 support guide to inform our practise.

Our Recovery Curriculum aims to ensure all pupils ‘catch up and keep up’. This document however is focused on the additional support we are offering to ensure speedy progress of our disadvantaged pupils.

We have taken each strand of support strategy from the EEF COVID-19 School Support Guide to support us in planning and delivering a purposeful approach to reach the needs of our most disadvantaged pupils.


At Mapplewell Primary we are strong advocates of the positive impact quality first teaching has on any child’s academic achievements. We particularly believe this is crucial when teaching disadvantaged pupils. We have therefore created a timetable of CPD to support teachers in delivering a top quality Recovery Curriculum and ensured that disadvantaged pupils are prioritised at all times.

Strategy 1:

Identification of disadvantaged pupils. Through pupil progress meetings with SLT staff were given key information about individual pupils and their needs. Targets were shared and ongoing support and monitoring will take place to ensure progress is made in all lessons.

Tailored support in lessons. Disadvantaged pupils will be carefully positioned in a seating plan whereby all adults can offer appropriate support and feedback in lessons.

Verbal feedback. It is a school procedure that each disadvantaged child will have received verbal feedback and live marking before the lesson ends. This will allow for the class teacher to assess pupil need, plan additional intervention where needed or consolidation activities before new learning is exposed.

Assessment: Our skills and knowledge trackers for core subjects will be frequently used by teachers to assess the needs of pupils. These will play a crucial role in planning and pitch of our lessons, gaps in learning will be addressed and a paced approach to ensuring pupils catch up can be monitored.

Targeted Support

Following extensive research based evidence we are implementing targeted support in school and extending the school day for our most disadvantaged pupils to deliver carefully planned target support.

Strategy 2

Planned teacher support: In addition to support in lessons our disadvantaged pupils will receive 1:1 and/or small group support on a daily basis. This will be focused on consolidation of skills or pre-teach of new learning to support the progress made in subsequent lessons. These sessions will be led by both class teachers and support staff.

Booster Classes: Our disadvantaged pupils will be invited to after school booster classes led by class teachers. These sessions will deliver a bespoke curriculum to the needs of the children and therefore curriculum coverage will differ from class to class.

Daily reading: We strongly believe in the power of reading and how this is the key to unlocking other areas of learning. Daily reading will therefore be prioritised for our disadvantaged pupils.

Wider Strategies

At Mapplewell Primary we recognise the key role parents/carers play in their child’s development and therefore we strive to ensure positive relations between home and school are built.

Strategy 3

Positive relationships: Through ongoing communication with our parents/carers over this period of time we have ensured they are fully informed of current policies and procedures. This has supported a level of trust and enabled parents/carers to feel safe in returning their child to school. This relationship is further strengthened by the daily interaction with class teacher before and after school.

Attendance Approach: We have devised a clear strategy on how to improve attendance and devised a serious of incentives to support and encourage good attendance for all. We have systems in place whereby communication is made wit( parents/carers if there are concerns regarding attendance and support put in place.