Year 7 Literacy and Numeracy Catch-up Premium
The Year 7 Literacy and Numeracy Catch-up Premium provides schools and academies with additional funding to support Year 7 students who did not achieve the expected standard in reading and/or mathematics at the end of the Year 6/Key Stage 2 (Primary school).
For more information about this premium, please click on the following link:
The catch-up premium funding enables schools and academies to deliver additional support and a range of literacy and numeracy interventions. The impact should be that targeted students make accelerated progress in relation to their peers and so that any barriers to restrict good future progress and attainment are significantly reduced and, if possible, removed.
In the academic year 2016/2017, we received £17,000 and in 2017/18, we received £17,073.
Our Core objectives:
- To provide a wide and varied range of literacy and numeracy interventions for the identified catch-up premium students.
- To support the progress and attainment of those identified by enabling them to access the academy’s secondary curriculum more successfully.
- To promote the engagement as well as the enjoyment of literacy and numeracy both inside and outside of the classroom setting.
- To increase parent/carer awareness of the Year 7 Literacy and Numeracy Catch-up Premium and the associated strategies to support their respective child’s progress.
The nature of the support for these pupils at St Clere’s includes the following:
- Reading age screening for all students.
- Staff training relating to reading ages and using appropriate reading material in lessons.
- Dyslexia testing for identified students.
- Lexia intervention tool for students identifies as having Dyslexia. Lexia runs as a daily intervention lesson, we also provide passwords for identified students to use the package at home.
- Skills-wise lessons run by LSAs.
- ‘Success Maker’ for identified students.
- Reading coaching programmes.
- Transition week (for all year 6 students). During this week the students take part in tasks with an emphasis literacy and numeracy skills.
- Additional mathematics and English lessons on the curriculum to accelerate progress.
- A trained librarian who can delivers literacy catch-up sessions.
- Targeted numeracy support delivered by our HLTA in mathematics, including us of ‘My Maths’ to pinpoint specific gaps in knowledge which need development.
- An early start (for all students) to Key Stage 4 to enable students to have additional time to excel in their chosen subjects.
- Appointment of intervention leads.
- Appointment of ‘Reading strategies’ lead.
- Staff phonics training.
- Introduction of a ‘nurture group’ and the appointment of a nurture group teacher who has previous Primary experience.
Outcomes - 2017 intake
Currently there are 65 pupils who have joined St Clere's below the KS2 ARE of 100 in English (7 others who have no results) and 49 pupils who have joined St Clere's below 100 in Maths (6 others have no results.)
Outcomes - 2016 intake
77 pupils joined St Clere's below the KS2 ARE 100 in English, of which 55% (42) have now made accelerated progress and are currently predicted to achieve at least a 4 in English
72 pupils joined St Clere's below the KS2 ARE 100 in Maths, of which 74% (53) have now made accelerated progress and are currently predicted to achieve at least a 4 in Maths
Outcomes - 2015 intake
10 pupils joined St Clere's below the KS2 ARE Level 4c in English, of which 80% (8) have now made accelerated progress and are currently predicted to achieve at least a 4 in English
22 pupils joined St Clere's below the KS2 ARE Level 4c in Maths, of which 55% (12) have now made accelerated progress and are currently predicted to achieve at least a 4 in Maths
Actions going forward-
- Build in drop-ins and learning walks to lower sets to monitor quality of teaching, LSA support and provision.
- Continue to monitor ‘catch up groups’ on a half term basis. Produce a data and analyse results which will then feed into groups who are targeted for intervention.
- Interventions monitored for impact on a termly basis.
- Maths to produce a ‘catch up’ pack which can be sent home or used in Form time.
- LSAs and support staff to be made aware of who ‘catch up’ students are to enable them to direct support to these children if in lessons with them.
- Staff to demonstrate knowledge and target students who are identified as ‘catch up’ students through use of class files and lesson planning.
- Continue to monitor attendance and behaviour data for ‘catch up’ students. Request HOY / EWO support if these are causing a concern.
- Form tutors to raise progress concerns with parents at securing success meetings and provide strategies which can be used at home to aid progress (promote reading, MyMaths, Bitesize, etc.).
- Investigate implementing phonics programmes.