Year 7 Catchup
The Year 7 Catch-Up Premium Report December 2019
The Year 7 Catch-Up Premium was originally paid to schools whose Year 7 students had not reached the expected standard in their KS2 Maths and reading assessments. When levels were removed and new assessments introduced, the expected standard was set at a scaled score of 100. In 2016, the allocation methodology changed and schools now receive the same amount of Year 7 Catch-Up Premium that they got the previous year, adjusted to reflect the percentage change in the size of their year 7 cohort, based on the October school census.
Bullers Wood School received £10,204 for 2018-2019, so we can expect to receive something similar this academic year.
Guidelines and best practice:
Although it is up to schools to decide how best to use the funding, the DfE guidance advises schools to only select programmes and approaches that they know are effective. It suggests that the funding could be used for:
- Individual tuition
- Intensive small-group tuition
- External services and materials
- Summer schools that help pupils catch up over a short period of time
How we used the Catch-Up Premium in 2018 to 2019
All Year 7 students were assessed in Maths, spelling and reading using a range of tests including CATs and standardised assessments. The results of these tests were compared to the Key Stage 2 data received.
We identified 18 students who needed additional support in Literacy and/or Numeracy. The premium funded the following interventions and focused on the areas that assessment found to be gaps in the students’ learning. Teaching used multi-sensory and metacognitive approaches.
- One to one additional numeracy and literacy lessons taught by a specialist teacher (SpLD) for some students. These lessons used approaches which have been found to be effective (EEF research) such as phonics and metacognitive strategies. These focused on specific areas of numeracy and literacy such as spelling.
- 10 students had LSA support on the Passport Maths intervention. 5 students achieved their Bronze Award. These 10 students have been invited to continue this intervention in Year 8.
- All students who achieved below 95 in their KS2 reading assessment received Lexonik, a fast, focused and fun teaching programme that dramatically and rapidly improves literacy, vocabulary, and comprehension. The teaching programme consisted of one hour blocks over six weeks, complementing core learning and delivering rapid results.
- Small Numeracy group taught by a specialist teacher – Subjects covered: using and applying Maths, counting and understanding number, knowing and using number facts, calculating, understanding shape, measuring and handling data. All students are now meeting expectations.
- Reading Comprehension group taught by specialist teacher – All students made progress meeting expectations.
- Spelling group taught by a specialist teacher – Students made progress and are now meeting expectations.
- One to one specialist teaching focusing on reading – All students made accelerated progress in the area(s) targeted for improvement.
- Paired Reading – accelerated progress achieved.
- Speech and Language Therapy screening assessments for all students who achieve below 95 in their KS2 English were conducted. Speech and Language intervention were given to students identified as having language difficulties. All students made excellent progress. Examples from the reviewed speech and Language Therapy goals are:
“was able to process two-part instructions containing ‘before’ and ‘after’ concepts”.
“has developed her ability and confidence to give clear and concise instructions to peers”.
“was able to recall 4-6 items in an auditory memory game”.
Student voice was gathered from the students who received intervention. Their feedback includes the following examples:
‘The group really helped my spelling to improve’.
‘I love Passport Maths. It’s fun’.
Proposed Expenditure and plans for 2019-2020
In the Key Stage 2 tests, a scaled score of 100 or more is the equivalent of ‘meeting the expected standard’.
In the 2019-2020 cohort :
- Out of the 10 students who scored below 95 in reading, 3 scored below 90.
- 20 students scored below 100 in Maths
- Out of the 20 students who scored below 100 in Maths, 10 scored below 95.
When identifying students who need support from the Catch-Up premium we have triangulated the KS2 data with CATS Tests and Maths and English assessments. We have identified 25 students for Catch-Up interventions. This will be reviewed throughout the year.
As our assessment and intervention strategies were successful last year we plan to spend the funding in a similar way, making sure we adapt our approaches to individual needs. We plan to spend the resources on:
- The running of the Passport Maths intervention which will be delivered by a specialist LSA for 60 minutes before school once a week with the support of two additional LSA who are able to give one to one support to students.
- Small group reading comprehension lessons taught by a specialist teacher and resources to deliver the intervention.
- Small group spelling lessons taught by a specialist teacher and resources to deliver the intervention.
- Small group numeracy lessons taught by a specialist teacher and resources to deliver the intervention.
- One to one additional numeracy lessons taught by a specialist teacher.
- One to one additional literacy lessons taught by a specialist teacher.
- Additional resources for the Year 7 paired reading group such as the Dockside reading scheme.
- Read, Write INC resources.
- Delivery of the Lexonik teaching programme.
- An LSA dedicated to Year 7 Maths lessons to carry over Catch-Up interventions before/after school.
How will impact be measured?
Students who receive intervention will be monitored using the appropriate standardised test before and after the intervention. Students will also be retested using CATs in the summer term and their scores will be compared to their autumn term CATs score. These assessments will be in addition to those formal assessments sat by all students in Year 7 throughout the year.