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Year 7 Catch-up Premium

The Year 7 Catch-up premium is a Government funded initiative to support schools to provide support for students for literacy and numeracy. Funding received by the Academy will be allocated to enable us to provide identified students with additional support in literacy and/or mathematics.

  • The grant does not have to be completely spent by schools in the financial year beginning 1 April 2013; some or all of it may be carried forward to future financial years”. DFE Year 7 Catch-up Premium Grant 2013-2014: Conditions of Grant

Which students benefit from Catch-up funding?

Previously the funding has been provided for Year 7 students who did not achieve at least a Level 4 in reading and/or mathematics in their end of KS2 national tests. From 2016 the funding will match the previous year’s funding with adjustments made proportionate to the school’s year 7 intake.

How much additional funding is this school entitled to?  

We anticipate we will receive £14,689 to target support for students in Year 7 2017.

How will the school use this funding?

The funding can be used to provide additional support for targeted students to improve their literacy and/or numeracy skills through a range of approaches;

  • Individual tuition in addition to classroom teaching

  • Time bonded small group tuition

  • Provide additional materials/resources to support teaching and progress of students

  • To support the professional development of staff to develop quality first teaching and/or specialist support

  • To commission specialist services e.g. Speech Therapy

  • To support staffing in core subjects

Who decides how the money is spent and monitors its effectiveness?

The HT and Leadership team, in consultation with respective faculties, decide the appropriate use of funding for each academic year.

An understanding and analysis of the respective needs of the students who are eligible for the funding will help identify the specific and appropriate allocation of funding to maximise impact on student progress.

The use and impact of the Year 7 Catch up funding will be regularly reviewed by Leadership Team and shared with the Governing Body.

Please see below for more detailed information regarding current year’s expenditure and impact of previous year’s funding.

 

Funding Allocation for 2017/2018

In 2017/2018 TGS anticipate we will receive £14,689 as our catch up allocation due to a reduction in our year 7 intake.  We plan to use this money in the following ways;

 

Resource  

Funding Allocated

Literacy intervention 

Up to 4 hours per week Literacy intervention program for targeted students for approx. 30 weeks.  Teacher and TA to deliver.  

£4,000

Unit of Sounds

Delivery of twice weekly specialist reading program to identified students for approx. 30 weeks. TA Staff to deliver.

£1,500

Resources for specialist literacy programs

Workbooks and additional resources for specialist literacy programs.

£689

Literacy - EAL beginner targeted support

1 hour per week in class support with Higher Level Teaching Assistant.

£2500
Precision Teaching Breakfast Intervention Group
Additional class 3 x 20 minutes a week for targeted students below expected standard in English and Maths
£3000

Speech and Language Therapist 

To conduct assessments and provide support

£1000

Additional English Staffing

To run intervention groups throughout the year

£2000

Review of Year 7 Catch-Up funding – 2016/2017

Evaluation of the 2016/7 academic year has informed us that the both the literacy and numeracy programme have been successful with a number of students. Most students have shown progress based on the KS2 results.

In our 2017 yr 7 cohort we had 111 students who were below the expected standard in either Maths, Reading or Grammar, Punctuation, Vocabulary and Spelling at the end of key stage 2.

This is obviously a significant number and we analysed the results in detail, identifying students who just missed and those that were more significantly away from the expected standards. We targeted our intervention according to the various needs of the students, providing more intensive support for those students with the highest needs.

Of the 111 students below in at least one standard 70% show they are accessing the yr 7 curriculum and making at least expected progress based on their target grades.

There were 25 students below in all three standards at the end of KS2.

To support these students, the following interventions were put in place:

  • · 24% had intensive literacy intervention (Fresh start and Toe by Toe)
  • · 24% have EHCP applications pending
  • · 29% are receiving Speech and language therapy
  • · 33% were assessed by the Speech and Language therapist to share strategies with staff
  • · 47% were part of the paired reading programme
  • · 47% received additional support from the Student support workers
  • · 18% had support from the Educational Psychologist
  • · 18% received handwriting intervention
  • · 18% were part of the Cool Connections transition support group
  • · 12% received additional English intervention
  • · 53% were in Maths breakfast club

By the end of year 7, 44% of these students are now making at least expected progress based on their target grades in English and Maths.

80% of these students have caught up in English and are attaining the expected standard of a score 4.

32% of these students have caught up in Maths and are attaining the expected standard of a score 4.

There were 69 students below the expected standard in Maths at the end of KS2.

To support these students, the following interventions were put in place:

  • · 21% had intensive literacy intervention (Fresh start and Toe by Toe)
  • · 21% have EHCP applications pending
  • · 33% were assessed by the Speech and Language therapist to share strategies with staff
  • · 26% are receiving Speech and language therapy
  • · 47% were part of the paired reading programme
  • · 42% received additional support from the Student support workers
  • · 16% had support from the Educational Psychologist
  • · 16% received handwriting intervention
  • · 16% were part of the Cool Connections transition support group
  • · 11% received additional English intervention
  • · 53% were in Maths breakfast club

62% of these students are now making at least expected progress based on their target grades in Maths.

72% of these students have caught up in Maths and are attaining the expected standard of a score 4.

All of the 19 students yet to achieve a standard score 4 in Maths also did not meet the expected standard in either or both Reading or Grammar, Punctuation, Vocabulary and Spelling at the end of key stage 2. Therefore, we will continue to work to develop the literacy to improve their ability to access the Maths curriculum.

There were 61 students below the expected standard in Reading at the end of KS2.

To support these students, the following interventions were put in place:

  • · 50% have intensive literacy intervention (Fresh start and Toe by Toe)
  • · 50% were assessed by the Speech and Language therapist to share strategies with staff
  • · 50% receive additional support from the Student support workers
  • · 38% receive additional English intervention
  • · 38% are receiving Speech and language therapy
  • · 38% have support from the Educational Psychologist
  • · 25% are part of the paired reading programme
  • · 25% have EHCP applications pending
  • · 13% receive handwriting intervention
  • · 13% are part of the Cool Connections transition support group

82% of these students are now making at least expected progress based on their target grades in English.

87% of these students have caught up in English and are attaining the expected standard of a score 4.

There were 46 students below the expected standard in Grammar, Punctuation, Vocabulary and Spelling at the end of key stage 2.

To support these students, the following interventions were put in place:

To further support the 8 students who have not yet achieved a standard score 4 in English:

  • · 50% have intensive literacy intervention (Fresh start and Toe by Toe)
  • · 50% were assessed by the Speech and Language therapist to share strategies with staff
  • · 50% receive additional support from the Student support workers
  • · 38% receive additional English intervention
  • · 38% are receiving Speech and language therapy
  • · 38% have support from the Educational Psychologist
  • · 25% are part of the paired reading programme
  • · 25% have EHCP applications pending
  • · 13% receive handwriting intervention
  • · 13% are part of the Cool Connections transition support group

85% of these students are now making at least expected progress based on their target grades in English.

83% of these students have caught up in English and are attaining the expected standard of a score 4.

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