The literacy and numeracy catch-up premium gives schools additional funding to support year 7 pupils who did not achieve the expected standard in Reading or Maths at the end of key stage 2 (KS2).
The catch up funding is designed to ensure that students who have not achieved their potential at KS2 are not disadvantaged by this and are provided with the opportunity to ensure they have the same equality of opportunity as their peers by the time they leave compulsory education.
The wider aims of the catch up funding include:-
- To enable students from disadvantaged backgrounds to get to the top universities
- To ensure that students from all backgrounds have an equal opportunity to be successful
- To reduce the attainment gap between the highest and lowest achieving pupils nationally
2019/20 Impact Report
Overview of the school and funding 2019/20
Total amount of funding received: £12,500
- Identifying students
- This is done based upon KS2 standardised scores along with baseline year 7 tests and teachers input on how students are doing in both English and Maths lessons.
- Small groups of students will then be selected independently for Mathematics and Literacy catch-up sessions.
- Selected students’ needs are then looked at from the question level analysis of the KS2 tests so appropriate materials are used in the interventions to support.
During Key stage 2 to 3 transition, students are identified that may struggle with a mainstream secondary curriculum. Most often these students also have KS2 standardised scores that are low. These students start at the school in the ‘nuture group’ spending between 8 to 15 weeks in a smaller yet consistent group for the majority of their lessons (with specialist subject teachers). This allows them to not only have more individualised support but also to ease into secondary education and as they become more comfortable with their new school they are then gradually reintegrated into mainstream lessons.
8 Students with KS2 scores eligible for catch-up funding started the nurture group in September 2019. Of these 7 out of the 8 successfully transitioned into mainstream at the end of the Autumn term. 1 is currently still accessing small group support via Broadside.
- Focused group intervention:
This will involve the 20 year 8 students selected in year 7, continuing into year 8 with LEXIA intervention lessons during their English lesson time.
A small group of new year 7 students to be identified for regular specialist intervention, 4 times each fortnight, mainly during English lessons. This intervention will include some LEXIA as well as working on core literacy skills (reading and writing) and will be delivered by a qualified English teacher.
- Accelerated Reader:
Due to a reduced number of English lessons in Years 7-9, reading will now take place for 10 minutes at the start of each lesson and there will still be dedicated time during tutor time where students will have reading ambassadors and reading buddies to support with the AR reading programme. In addition, students will continue with regular reading for Independent Learning so that they can continue to engage in approximately 3 hours of reading per fortnight on their own, independent reading.
- Teacher intervention strategy:
- Continued use of key strategies by classroom teacher as outlined above.
- Teacher intervention by those teachers who have cover on their timetables and are not taken for cover, particularly focusing on giving interventions to SEND students – new intervention sheets to record this intervention, including strategies that the student says they find helpful.
- Updated Wonderwall resources to support the learning of all students.
Impact: Lexia groups were established and supporting students in developing their reading. All students were actively engaged in the accelerated reader program. Due to lockdown in-school interventions stopped – however teachers kept accountability for all their classes and Key Worker School (that had high attendance) deliberately targeted vulnerable students including those with an EHCP. Students were set English work including live lessons and reading tasks to help them move forwards.
As a result, of these 20 students 4 are now Above target in English, 13 are On target and 3 are Below target and need further support.
Having identified those students in need of intervention “to catch up” the plan for 2019 -20 is to support those students with small group interventions, led by one Maths specialist (a Maths Coach) to ensure consistency and build trust. We have purchased Passport Maths which is designed for pupils who did not achieve the expected standard in mathematics at Key Stage 2 (that is, students with a scaled score of less than 100 on the Key Stage 2 test). It provides the additional support that students need to catch up with the mathematical ideas that are developed at greater depth at Key Stage 3.
Passport Maths enables students to master the mathematical fundamentals which they may have missed out on at primary school, while progressing with the curriculum with the rest of their year-group. Key strands will include:
- Fractions, decimals and percentages
- Number and place value
- Addition, subtraction, multiplication and division (calculations)
- Ratios and proportions
Alongside Passport Maths, the Maths Coach will also focus on filling individual gaps identified during year 7 baseline assessments. Students will be encouraged to use Hegarty Maths as the key tool to independently improve their mathematical skills. Academic coaching will be an essential part of sessions and ensuring good habits are embedded throughout year 7. The Coach will check students are able to use revision lists effectively and ensure IL is being completed and liaise with home when this is not happening.
Students without the correct equipment required to engage effectively in Maths lessons is a barrier to their success, the Coach will ensure students in the intervention group who are without Maths equipment will be provided with the appropriate equipment required throughout the year.
Impact: As above Maths interventions stopped due to national lockdown – however students were set work inline with the school curriculum, selecting study areas that were easier to learn remotely and including teacher availability due to a large number of live lessons being offered.
As a result, of these 20 students 11 are On target and 9 are Below target and need further support.