KS3 Catch Up Work 2016-2017
The Year 7 Catch-Up Premium is a stream of funding that a school receives in addition to core funding. The literacy and numeracy catch-up premium gives schools additional funding to support year 7 pupils who did not achieve at least level 4 in reading and/or maths at the end of key stage 2 (KS2) i.e. at the end of their Primary school. Schools receive an additional £500 for each pupil in their year 7intake, who fulfils these criteria.
The headteacher on behalf of the Governing Body can decide how that funding is spend and is accountable for ensuring it has maximum impact.
|Due to changes from Levels to Standardised scores in Key Stage 3 the allocations for 2016/17 will be the same as 2015/16, adjusted to reflect the change in the size of the year 7 cohort. These changes also mean that the funding is not associated with particular students and as such we have slightly broadened the support provided, such that whilst encompassing the weakest students it catches others with particular deficits in key skills.|
This year we have 11 eligible students for the funding premium. The funding received this year was £5873.
Actions underway and planned:
- All students were assessed for reading and spelling ages to enable staff to better target support for them in lessons other than English and Maths, as well as establishing a baseline to assess impact.
- Use of Tutor Time (3x per week) for intervention using acceleread/accelerwrite (AR/AW) taking place 1-1 with TAs (20 x 20 minute sessions)
- Use of TAs in paired reading activities
- Maths – Power of 2 use with targeted students
- 2ic in English, Maths and Science given greater responsibility for leading and impacting upon weakness in KS3 and Year 7 in particular.
- After school English Intervention classes covering those with weakness in key skill areas
- After school Maths intervention sessions based on early progress assessments run by 2x staff and Year 11 mentors.
- Literacy nights to again run with AG&T students supporting some of the weaker students with their literacy.
- Through PiXL membership we will use the PIXL timetable project to diagnose weakness, delivery therapy sessions and re-test for impact for those students who are unable to score 100/150 in the initial assessment.
Impacts – July 2017
English has seen excellent impact. The 9 weakest students were all below or well below age related expectations in Reading. These students all had reading scaled scores of below 90 including 3 who were not entered as they were below the level of the test and 3 whose writing was judged on the Pre-Key Stage Foundation scale. Of these students 4 (44%) are now meeting age related expectations. Linked to this all 9 (100%) are making expected progress with 6 (66%) making more than expected progress.
There were 17 students identified by as having a particular weakness in Maths, either being below 90 as a KS2 standardised score or being identified through out timetables project.
Timetables intervention was the first new process and this was positive with an average increase in mark of 47 which equates to 31% increase. Several students have gone from below 100/150 to 148, 149 and 150 this included a student who was below the level of the test in KS2 Maths.
At the end of the year 6 (35%) students were now working at Age Related Expectations including 1 who was above. 16 of the 17 of these students (94%) are making expected progress or better. 4 (25%) of students are making better than expected progress.