Year 7 Literacy and Numeracy Catch-Up Premium

YEAR 7 LITERACY AND NUMERACY CATCH-UP PREMIUM

Since January 2013 we have been allocated Year 7 Literacy and Numeracy Catch-up Premium funding for every Year 7 student who has not achieved level 4 in reading and/or maths at Key Stage 2. Schools receive an additional premium of £500 for each Year 7 pupil who has not achieved at least level 4 in reading and/or maths (maximum £500 per pupil) at Key Stage 2. The money is to be used by schools to deliver additional tuition or intensive support in small groups, giving students valuable support to bring them up to speed so that they are more likely to succeed at secondary school.

Year 7 Catch-up Premium 2015 / 2016

Total Number of students in Year 7 eligible for Catch-up Premium was 60.

Total Catch-up Premium for Bradford Academy is £30,000

The students are categorised as follows:

• 12 students below Level 4 in English (Reading)
• 14 students below Level 4 in Mathematics
• 34 students below Level 4 in English and Mathematics

Guidance provided in the DfE website suggests the following strategies:

• individual tuition
• intensive small-group tuition
• external services and materials
• summer schools that help students catch up over a short period of time

The research document Literacy and Numeracy catch-up strategies from November 2012 identifies the following analysis of Gain, Cost and Applicability of approaches used in schools in the UK.

Whole School Strategies

During the 2015 – 2016 year, the following interventions were put in place:

• Our whole school marking and feedback policy based upon meta-cognition and self-regulation have consistently high levels of impact with pupils making an average of eight months’ additional progress according to EEF research. This is complemented by the Building Learner Power programme developing common language around meta-cognition throughout the academy.
• Summer School sessions led by English and mathematics staff targeted students to work on Literacy and Numeracy progress to support their transition and ensure student progress is accelerated.
• The Year 7 Pastoral Worker works intensively with the 60 students who are below Level 4 to ensure barriers to learning are removed.

Which brought the following impacts:

As a result for the academic Year 2016– 2017 we will be carrying out the following interventions:

We will use KS2, CATs and Accelerated Reader data to ensure we have a comprehensive analysis of students’ needs. In addition to the points above:

• We have invested in a wider choice of Accelerated Reader texts and the Star Early Reading package to support students with a reading age of below 7.
• Targetted learners in each Core class have 2 hours each week over a 10 week period to improve literacy and numeracy.
• As our all-through academy has its first Year 6 we will also build on the opportunity for cross phase working processes to support our learners’ transition.
• We have refined our intervention plans to ensure targeted students are more clearly identified and tracked to measure the progress they are making and put further intervention strategies in place where appropriate.

English Interventions and impacts

During the 2015 – 2016 the following interventions were put in place:

• Our Core curriculum provides transition support from primary with a specialist teacher is built upon developing the literacy skills of all learners.
• Intensive intervention to improve students’ literacy. Students received 1 hour additional curriculum time of literacy per week. This intervention is highly personalised with targeted groups for those below Level 4 in Reading and ensures student progress is accelerated.
• Each student has a lesson in the LRC where they follow the Accelerated Reader programme. Students who are identified as being below Level 4 in Reading received additional support from a trained Post 16 support worker.
• Summer School sessions led by English staff targeted students to work on Literacy progress to support their transition and ensure student progress is accelerated.

Which brought the following impacts:

• 37 of 41 English learners at lower than Level 4 are making expected or above expected progress during the Key Stage
• 1/1 KS2 1b English (reading) learner is making expected progress. (PP and EAL)
• 6/10 KS2 2b English (reading) learners making above expected progress and 3/10 expected progress. (3 PP, 6 EAL, 5 SEN)
• 6/11 KS2 3c English (reading) learners making above expected progress and 5/11 expected progress. (8 PP, 6 EAL, 3 SEN)
• 4/6 KS2 3b English (reading) learners making above expected progress and 2/6 expected progress. (3 PP, 4 EAL)
• 4/13 KS2 3a English (reading) learners making above expected progress and 6/13 expected progress. ( 9 PP, 4 EAL, 3 SEN)

• It should be noted that 11 of the students have SEN, 21 have English as an additional language and 24 are PP.
• 5 students have arrived at the Academy with no prior attainment. We are refining our data collection and analysis to ensure we can capture their progress.

As a result for the academic Year 2016 – 2017in addition to the above, we will be carrying out the following interventions:

• Accelerated Reader extended to incorporate termly Star Reading Tests to measure improvement and put in place interventions.
• Purchase of Star Early Literacy programme as part of Accelerated Reader to target learners with a reading age of below 7.
• Literacy Intervention using additional class assigned for 1 period a week of English timetable to enable targetted intervention by subject specialist.
• Targetting identified learners to attend KS3 Electives each Thursdayto receive additional support.

Mathematics Interventions and impacts

During 2015 – 2016 the following interventions were put in place:

• Intensive Numeracy support was provided in the form of Year 7 Numeracy electives each Monday after school. Students with below Level 4 were targeted and ensured their progress was accelerated. A Summer pack consisting of revision and practice material was issued to each identified student.
• Summer School sessions led by mathematics staff targeted students to work on Numeracy progress to support their transition and ensure student progress is accelerated.
• Intervention homework set using ‘mymaths’. Individualtargets for improvement set following diagnostic assessments.

Which brought the following impacts:

• 28 of 44 mathematics learners at lower than Level 4 are making expected or above expected progress during the Key Stage
• 5/11 KS2 2b learners making above expected progress and 1/11 making expected progress (6 PP, 9 EAL, 4 SEN)
• 1/1 KS2 2a learner making above expected progress (PP and SEN)
• 1/6 KS2 3c learner making above expected progress and 3/6 making expected progress(2 PP, 1 EAL, 1 SEN)
• 4/12 KS2 3b making above expected progress and 5/12 making expected progress (8 PP, 8 EAL, 6 SEN)
• 6/14 KS2 3a making above expected progress (12 PP, 6 EAL, 2 SEN)
• It should be noted that 14 of the learners have SEN, 24 have English as an additional language and 29 are PP.
• 4 students have arrived at the Academy with no prior attainment data.We are refining our data collection and analysis to ensure we can capture their progress.

As a result for the academic Year 2016 – 2017, in addition to the above, we will be carrying out the following interventions:

• Identified students receive maths tuition in small groups/seated together taught by a maths specialist; practical apparatus used for these groups (eg clock to manipulate) more visual queues given using smart boards, larger font worksheets / working out space.
• 5-a-Day intervention for targeted students eg number bonds making non negotiables more accessible, scaffolded examples to model.

We will receive the same allocation in 2016-17 in March 2017 adjusted to reflect the percentage change in the size of this year’s Year 7 cohort in comparison to 2015-16.