Year 7 Catchup

The Year 7 Catch-Up Premium Report October 2017

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 £9,896 for 2016-2017, 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 2016 to 2017
All Year 7s 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:

• A small numeracy group for 8 students. This group was taught by a Specialist Teacher 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 for 4 students. These lessons used approaches which have been found to be effective (EEF research) such as phonics and metacognitive strategies.

• Small group reading comprehension lessons taught by a specialist teacher for 3 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 4 students whose barriers were identified as being due to severe language difficulties. This 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.

• Training for one LSA to be trained in Catch-Up Numeracy.
All interventions were monitored using a range of assessment methods and all students made 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.

• Small Numeracy group taught by a specialist teacher-average progress was 48 months progress in Maths age, improved standardised score, improved raw scores in 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 6 weeks.

• Spelling group taught by a specialist teacher- Students made an average of 41.5% 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 23 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
Student voice was gathered from the students who received intervention. Their feedback includes the following examples:
‘The group has helped me learn strategies to overcome harder words’
It has helped me to learn words that I did not know and get me a great mark in English’
‘The spelling group has helped me because I can spell bigger words that I could not spell last time’.

Proposed Expenditure for 2017-2018
In the Key Stage 2 tests, a scaled score of 100 or more is the equivalent of ‘meeting the expected standard’. In the 2017-18 cohort 24 students scored below 100 in reading and 29 in Maths. Of those students not at expected standard –14 students have a scaled score of 94-99 in English 17 students achieved a scaled score of 94 – 99 in Mathematics.

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 setting up and running of the Passport Maths intervention which will include staff training and resources for students.

• Delivering Catch-Up Numeracy to a small number of students before school and the resources to deliver the intervention.

• Small group reading comprehension 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 assessments and intervention for students identified as having severe 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

• A one to one EAL intervention for students are new learners to English and this has been identified as having had an impact on their KS2 scores.

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.