Y7 Literacy and Numeracy Catch-Up FundingEvery Y7 pupil is ‘Secondary ready’ in English and Maths by the end of Year 7.
What is Catch-Up Funding?
The literacy and numeracy catch-up premium gives schools additional funding to support year 7 pupils who did not achieve the expected standard in reading or mathematics at the end of key stage 2 (KS2).
The key objective: Every Y7 pupil is ‘Secondary ready’ in English and Maths by the end of Year 7.
How is the funding allocated?
Y6 students have been awarded a scaled score for their SATs, instead of a National Curriculum Level. As a result funding has been allocated to secondary schools at the same level as in the last academic year with the historic national curriculum levels (2015-16).
- Catch-up funding pupils identified and Literacy and Numeracy interventions deployed from 18/9/17
- Target pupils tracked as a discreet group termly and data entered onto tracking system in line with deadlines. This tracking can be found through internal school tracking systems.
- 90% of Y7 pupils who receive this support will be performing similarly to a control group of students who achieved the “Expected Standard” at the end of KS2 in English and Maths. Pupils will have a reading age not less than 6 months lower than their chronological age
Review of expenditure 2017 to 2018
|1. Summary information|
|School||Starbank School||2017/18 Budget||£19646|
|Academic Year||2017/18||Date for next internal review of this strategy||After each Assessment window (see school calendar)|
|Total Literacy Catch-up Pupils||47||Total Numeracy Catch-up Pupils||33|
|2. Barriers to future attainment|
|In-school and external barriers|
|High Levels of Deprivation- our location is ranked 3,101 out of 32,844 LSOAs in England; where 1 is the most deprived LSOA. This is amongst the 10% most deprived neighbourhoods in the country (Reference: http://dclgapps.communities.gov.uk/imd/idmap.html)
KS2 Prior Attainment is significantly below the national average at 102.7 (National average is 104.1). Puts school in 70th percentile nationally.
58% Pupil Premium 81% EAL 19% of the cohort have SEND
|3. Desired outcomes (desired outcomes, how they will be measured and who is responsible)||Success criteria|
|Maths||Students who were closest to achieving the “Expected Standard” will have made the appropriate levels of progress over the course of the year. Head of Maths and linked SLT Line manager.||Students will be measured against a control group of students who have achieved the “Expected Standard”. The idea being that students have made the same progress as others and are achieving the same on assessments.|
|Maths||Students who are furthest from the “Expected Standard” make progress over the course of the year and improve their basic mathematics skills.
Head of Maths and SENCo
|This is much more difficult to measure, a lot of the students in this group are on the SEN register and therefore have help from the SEN department.
Students will work through the Power of 2 book which will build their basic skills, we can review the use of the books over the year and check their success.
|English||An improvement in pupils’ readings ages to a level that is same as the year average and hopefully the same as their actual age.
Literacy Lead and linked SLT Line manager.
|An average reading age for each English group will be calculated at the end of the academic year and it is hoped the pupils’ reading ages will be the same as the average and hopefully the same as their actual age.|
|English||Students who were closest to achieving the “Expected Standard” will have made the appropriate levels of progress over the course of the year. Head of English and linked SLT Line manager.||Students will be measured against a control group of students who have achieved the “Expected Standard”. The idea being that students have made the same progress as others and are achieving the same on assessments.|
|5. Planned Expenditure 2017/18|
|Focus||Chosen action / approach||What is the evidence and rationale for this choice?||How will you ensure it is implemented well?||Staff lead||Cost|
|Maths and English||Creation of nurture group for pupils significantly below expected standard and 2 TAs to support group and coordinate English and numeracy interventions.
|This approach was successful during the last academic year within maths (as detailed below). 121 and small group sessions allow pupils to have more personalised interventions. These will be particularly focused on english as a consequence of last year’s evaluation.||Ensure pupils have a base classroom to use all the time similar to their experiences at primary school. Each TA to be responsible for either maths or english interventions which are reviewed after each assessment window with SENCo.
Line management monitoring
PP and Literacy and Numeracy reviews
|JSH and SENCo||£19000|
|Maths and English||Assessment model which allows teachers to pinpoint which precise skills pupils need to develop.||Ensure we have a clear idea what they can already do, and what they need to work on in order to improve. This is particularly important for students needing to catch-up as it provides manageable steps, and achievable goals.
Progress is monitored closely within departments at the end of each assessment cycle and intervention plans are put in place. These are evaluated and adapted at the following assessment window.
|Use of accurate assessments which reflect skills and knowledge expected by pupils by the end of KS2.
Use of Birmingham Maths Toolkit.
Line management monitoring
PP and Literacy and Numeracy reviews
|Maths and English||All students are set ambitious targets.||These pupils underperformed at primary school so to stretch them we need ambitious targets (FFT 20%). These will stretch the pupils. These targets will be reviewed regularly and increased (at the end of each year) to maintain the stretch and challenge needed to catch-up.||Use of FFT aspire to work out targets.
PP and Literacy and Numeracy reviews.
|Maths||Power of 2 Book||The book will be introduced and used with year 7 students who have a scaled score between 80 and 85 during daily TA interventions. Has proven successful in local schools.||Students will work through the power of 2 books with TA who will mark and feedback to JSH how pupils are progressing.||JSH||£250
|Key Stage 2 Maths Equipment||Students not having the correct equipment is a barrier to their success.||JSH/AWI will purchase necessary equipment and distribute to relevant teachers. Form tutors to monitor during weekly equipment checks.||JSH/AWI and HoYs||£250
KS3 Book Club
|Range of ‘additional’ support to help pupils to ‘catch up’. This includes: library usage with daily reading, after school and lunch time tutoring and support during lesson time.
Lexia trial to be piloted with pupils and then reviewed. This may provide independent opportunities for pupils to revise.
|JSH to review impact of interventions with Head of English after each assessment window with lead TA.
Register taken at homework club and will be monitored how many of the target pupils attend.
|Total budgeted cost||£ 20000|
Review of expenditure 2016 to 2017
|School||Starbank School||2016/17 Budget||£19,646|
|Total Literacy Catch-up Pupils||62 Pupils||Total Numeracy Catch-up Pupils||40 Pupils|
|Previous Academic Year 2016/17|
|Desired outcome||Chosen action / approach||Estimated impact: Did you meet the success criteria?||Lessons learned
(and whether you will continue with this approach)
|English||To ensure that underperforming pupils, identified from KS2, make ‘good’ / ‘significant’ progress and ‘catch up’ with their peers, depending on pupils’ starting points.||Creation of Nurture group containing pupils who did not meet expectation in numeracy and literacy. TAs deployed within group to withdraw pupils during lessons and provided 121 interventions.||68% pupils now meeting expected standard within maths. 0% pupils meeting expected standard within English.||Very successful and cost effective with mathematics.
Bespoke strategies need to be put in place to support pupils with developing English.
Closer monitoring needed to track the progress of specific pupils.
|Maths||To ensure that underperforming pupils, identified from KS2, make ‘good’ / ‘significant’ progress and ‘catch up’ with their peers, depending on pupils’ starting points.|