Year 7 Catchup
The Year 7 Catch-Up Premium Report November 2018
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 £10,116 for 2017-2018, 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 2017 to 2018
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 16 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. The areas taught were: using and applying maths, counting and understanding number, knowing and using number facts, calculating, understanding shape, measuring and handling data.
- 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.
- Some students had one to one LSA support on the Passport Maths intervention.
- Small group reading comprehension lessons taught by a Specialist Teacher (SpLD) for some students. These lessons were planned as a group intervention as EFF research also found that when teaching reading comprehension strategies it is usually more effective when taught in collaborative groups so learners can support each other and make their thinking explicit through discussion.
- Speech and Language Therapy assessments and intervention for 3 students whose barriers were identified as being due to severe language difficulties. This intervention included vocabulary groups and resources run by a speech and language therapist.
- Resources for the Year 7 paired reading group, Maths and literacy interventions such as books from Barrington Stokes for 11 students, Read. Write INC resources and Maths multi-sensory materials.
- Specialist assessment resources to identify barriers to learning.
- A dedicated specialist LSA to work with this group of students in Year 7 Maths lessons.
- Training for two teachers and one LSA in the Passport Maths intervention.
All interventions were monitored using a range of assessment methods and all students made good or accelerated progress.
Impact of the interventions
Post intervention assessments showed the following:
- Paired Reading – average progress in 8 months was 28 months progress in reading age, which is accelerated progress.
- 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 – average progress was 48 months progress in Maths age, improved standardised score, improved raw scores in: using and applying Maths, counting and understanding number, knowing and using number facts, calculating, understanding shape, measuring and handling data.
- Reading Comprehension group taught by specialist teacher – All students made accelerated progress. An average of 53 months progress in reading comprehension age was made in 8 weeks.
- Spelling group taught by a specialist teacher – Students made an average of 61.5% progress in the Alpha to Omega Placement test and 36.5% progress in the Year 7 High Frequency Words spelling test.
- One to one specialist teaching focusing on reading – All students made accelerated progress in the area(s) targeted for improvement. An average of 21 months progress in reading age was made in 6 weeks.
- Speech and Language Therapy – All students made excellent progress. Examples from the reviewed speech and Language Therapy goals are:
‘She made excellent progress in her ability to understand grammar functions’.
‘She now understands how to create a word web and is able to give 4 details of a given topic’
‘She has made significant steps in her inferencing skills both from pictures and text and is beginning to provide rationale as to how she came to her answer’.
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’.
‘Thank you for organising the six week intervention for my daughter. I can really notice the different in her reading!’
Proposed Expenditure and plans for 2018-2019
In the Key Stage 2 tests, a scaled score of 100 or more is the equivalent of ‘meeting the expected standard’.
In the 2018-19 cohort :
- 15 students scored below 100 in reading and grammar, punctuation and spelling.
- Out of the 19 students who scored below 100 in reading, 8 scored below 95.
- Out of the 26 students who scored below 100 in grammar, punctuation and spelling 9 scored below 95.
- 13 students scored below 100 in Maths
- Out of the 12 students who scored below 100 in Maths, 9 scored below 95.
When identifying students who need support from the Catch-Up premium we have triangulated the KS2 data with SEN assessments and Maths and English assessments. We have identified 18 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 after school twice a week.
- 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.
- Speech and Language Therapy screening assessments for all students who achieve below 95 in their KS2 English. Plus intervention for students identified as having language difficulties which are having an impact on their progress in English and Maths.
- 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 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.