Student Catch-Up Funding

Year 7 literacy and numeracy catch-up premium

Since 2013 the Government has made a commitment to provide annual additional funding to schools for every Year 7 student who has not achieved the expected levels in reading and/or mathematics at the end of Key Stage 2. Schools receive additional funding for each Year 7 student who did not achieve these expected levels.

2017-18

In 2017-18, the allocation for the academy was £9,149. This additional grant was primarily used to target additional small group literacy and numeracy support.

Targeted literacy support

In 2017-18, literacy support for targeted Year 7 students was delivered via one small group programme which targeted different students each term:

Small group Excelling in English programme (3 hours per week for one term with students coming out of Spanish or French lessons). The programme included regular use of the Lexia programme, MyLexia assessments and the use of resources from the PIXL No Wasted Opportunity scheme of learning. 

Intervention

Cost

Lexia

£2,000

Excelling in English programme

£10,478

 

Targeted numeracy support

In 2017-18, numeracy support for targeted Year 7 students was delivered via:

  1. Targeted in-class support
  2. Focus on Arithmetic- this was a combination of small group/pair withdrawal and in class support in response to student need 

Numeracy intervention

Cost

Focus on Arithmetic – small group/pair withdrawal

£5,239

 

Intervention

Cost

Literacy and Numeracy – total spend

£17,717

(£9,149 from Catch Up funding and remainder from academy funds)

 

Impact of Year 7 Catch-Up funding 2017-18

Literacy

The impact of the catch-up funding was measured using ongoing teacher assessment based on students’ reading ages and literacy levels.

Small group literacy intervention – Excelling in English

31 students took part in the Excelling in English intervention. Nine students began with the progress statement of Beginning and five of these (56% of this group) progressed up to Developing or Approaching during the course of the year. In total, up to seven students (23%) moved up a progress statement. The autumn term group saw students move both from Beginning to Developing and from Developing to Approaching, while the spring and summer groups had movement only from Beginning to Developing. In each term’s cohort, at least 50% of the students starting in the Beginning progress statement group made progress. These results suggest that this intervention was most effective for those in the ‘Beginning’ progress statement group.

Numeracy

Focus on arithmetic – small group/pair withdrawal

During 2017-18, there were fortnightly intervention sessions for targeted Year 7 students. These included a combination of small intervention groups and in class support targeting arithmetic. In each of the following maths groups: 7X/Ma4 and 7Y/Ma4 three students were targeted once each fortnight. This was reviewed at the end of the autumn term, and two new students were included.  Within these classes student confidence developed in their understanding of place value and the ability to perform arithmetic methods. 57% of the students targeted for intervention improved their A01 score from Beginning to Developing.

In the intervention sessions the focus was to improve weak arithmetic skills using more focused small group intervention sessions where students were taught and intervention was provided to improve weak numeracy skills (covering topics like money, time and place value) and improving weak arithmetic skills (number bonds, times tables, column methods etc). We used the PIXL Arithmetic Personal Learning Checklists (PLCs) to review methods and used this to evaluate whether students have achieved a particular skill. We have also used Learning by Questions (LbQ) to develop the fluency of these skills. The data collected was shared with students’ maths teachers and was coordinated so that teachers could request whether a particular skill needed to be developed in preparation for a new unit of work.

2018-9

In 2018-19, the Year 7 Catch Up Funding allocation for the academy is £9,149. Having reviewed the needs of the new Year 7 cohort and evaluated the impact of the intervention provided in 2017-18, the academy plans to use this funding to support targeted students with developing literacy and numeracy skills through the following interventions:

Literacy

English will continue to use the small group Excelling in English programme (3 hours per week for one term with students coming out of Spanish or French lessons). This programme will include regular use of the Lexia programme, MyLexia assessments and use of resources adapted from the PIXL No Wasted Opportunity scheme of learning, but this year centred around the shared reading of the novel ‘Once’ by Morris Gleitzman. In conjunction with this we will also run a reward trip to Hackney Pirates which will allow students to participate in a creative writing workshop.

Intervention

Cost

Lexia

£2,000

Excelling in English programme

£10,845

 

Numeracy

Maths will continue the Focus on Arithmetic programme, using a combination of small group/pair withdrawal and in class support in response to student need. The support provided in 2017-18 will be developed through the trailing of additional strategies recommended by KS2 colleagues from feeder schools. 

Intervention

Cost

Focus on Arithmetic – small group/pair withdrawal

£5,422.50

 

Intervention

Cost

Literacy and Numeracy – total spend

£18,267

(£9,149 from Catch Up funding and remainder from academy funds)

There is a strong commitment in both English and Maths to continuing to evaluate and develop the impact of these interventions as the academic year progresses with staff time being invested in developing and sharing good practice with feeder primary schools to ensure that the most effective strategies are in place to ensure the effectiveness of the use of Year 7 Catch Up funding at Clapton Girls’ Academy.

The impact of these interventions will be tracked through the use of teacher assessment data and will be monitored and evaluated by the academy Key Stage 3 leads in English and Maths using teacher assessment data provided by the academy data team.

The English team are also planning to refine the way in which they collect data for the targeted students in the 2018-19 cohort by using a combination of PIXL style PLCs to monitor student progress in each skill set; baseline and end of unit summative assessments based around the KS2 Reading assessments and on-going teacher assessment. The English team will also make use of student voice to assess the extent to which students are able to articulate the progress they have made or still need to make. This academic year (2018-19), the KS3 lead for English will be teaching some of the Excelling in English classes and this will also allow for a more thorough understanding of which elements of the intervention are successful and which are not.