Literacy and Numeracy Catch-up

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 Strategy

Overview of the school and funding 2019/20

Total amount of funding received: £12,500

Strategies Planned

  • 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.
  • Intervention
    • 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.
Nurture Strategies

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.

English Strategies
  • 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.
Maths Strategies

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
  • Measurement
  • Algebra

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.


2018/19 Evaluation

Overview of the school and funding 2018/19

Total amount of funding received: £12,500

Nurture Group

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.

Impact:

In 2018/19 this involved 4 students who would be eligible for catch-up funding and all 4 had successfully integrated into mainstream by January 2019 and in the July 2019 data collection 3 of the 4 were making very good progress across the range of their subjects.

English Strategies
  • 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.
  • Intervention
    • 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.
    • Students are then withdrawn from lessons for an hour a week to work in groups of approximately 5/6 students.
  • Accelerated Reader
    • The school uses the Accelerated Reader programme to support the improvement of students’ reading age supporting their basic literacy skills.
    • Students have a timetabled 1 hour a week lesson on this and continue with their reading as part of their independent learning.
  • Teacher intervention strategies in the classroom

    all teachers employ these strategies with all students. These key students, amongst other groups, were selected for priority interventions. The types of teacher interventions included:

    • Carefully chosen seating plans
    • ‘Home’ & ‘Away’ group work
    • Regular/extra 1:1 support from the teacher
    • Classroom resources, such as the ‘Wonderwall’ (in every classroom), ‘live’ displays, modelled work and live modelling
    • Priority marking in books and assessments
    • P4C approaches to teaching, including ‘talk to write’ strategies
    • Careful and regular tracking of progress

The original plan was to timetable in regular intervention slots with the, selected students to boost their skills to the benchmark in line with KS2 ‘100’ standardised score.

Intervention was planned using the PIXL intervention material & one English teacher was chosen to deliver these sessions. This then changed in the Spring Term to delivering LEXIA intervention to a wider number of Year 7 and Year 8 students (it is a clear, step by step approach which is clearly measurable). Two English teachers had the LEXIA training, along with the SENCO.

In addition to small, focused group intervention, all year 7 and 8 students had one hour per fortnight doing their AR lessons and further time in tutor time each week so that they had approximately an hour of reading in school each week plus a minimum of half an hour’s reading at home each week.

Overall impact

A reduction from 9% of the whole cohort being below to just 6% of the whole cohort being ‘below’ target for good progress by July 2019. Thus, at the end of the academic year 94% of students in year 7 were On or Above target for good (expected) progress.

Of the 19 students who were eligible for catch-up funding in English 18 finished year 7 either ‘On’ or ‘Above’ target and so are on track to make good progress compared to other students nationally.

Maths Strategies In order to ensure that Maths was working upon the best strategies EEF materials were used to inform practice and then by bringing external Maths expertise to evaluate the department this ensured that the planned interventions were evidence based ones to have the most impact.
  • 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.
  • Intervention
    • 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.
    • d. Students are then withdrawn from lessons for an hour a week to work in groups of approximately 7 or 8 students with a specialist Maths teacher.
    • Times tables rock stars – was bought in to support mastery in this essential area.
    • All students in the identified group were bought a key stage 3 catch-up work book to support the work they were doing.
  • Overall impact

    12 out of 20 students were on track to make very good progress by July of 2019. For the others some are receiving extra support in Year 8 in a learning development group and others are the priority for the teachers within their classrooms to further support their progress in catching up.