Year 7 Literacy & Numeracy
The literacy and numeracy catch-up premium gives schools additional funding to support Year 7 students who did not achieve at least a level 4 in reading and/or a level 4 in Maths at the end of Key Stage 2 (KS2). This amounts to £500 per student. The aim of the funding is to raise achievement in these areas by enabling the school to strengthen the provision already in place, as well as initiating individual support programmes.
|Year||Funding||Actual spend||Number Of Students|
|* In 2017 to 2018 funding has been allocated to schools on the basis that they receive the same overall amount of Year 7 catch-up premium funding they received in 2016 to 2017, adjusted to reflect the percentage change in the size of their Year 7 cohort between the October 2016 and the October 2017 school censuses.’|
|** Predicted spend|
Support and Impact 2015/16 Year 7 Catch Up English
For students below a KS2 level 4 reading score the following interventions were implemented.
- Units of Sound literacy workshops: Units of Sound is a computer-based programme designed to help students improve their reading and spelling skills. It is a structured, multisensory programme that covers reading and spelling from simple phonics skills through to adult reading levels. It involves a high level of independent work by the student, with small groups of students supervised by a teacher or teaching assistant. Each ‘unit of sound’ (or phonic code) is introduced separately, then used in words, and then sentences. 12 students were involved in this intervention.
- Literacy Intervention Programme: Year 7 students were identified as having below average writing skills and therefore took part in a bespoke literacy intervention programme run by our whole school Literacy Co-ordinator. Each programme runs for a 12 week period involving small cohorts of two students per session.
- Accelerated Reader Programme: All Year 7 and 8 students take a STAR test to find their reading age. Each student has a ZPD (zone of proximal development) range in order that their teachers can ensure that they are reading appropriate books suited to their ability level. Once a book has been read, students take an online quiz and an instant TOPS report is produced for students and teachers which provides the opportunity to praise students. Students re-take the STAR test every half-term, or term, to measure impact. Students take the STAR test to assess their reading age. Students read for 20 minutes every school day, on rotation, but every school day.
- Paired Reading: This is a simple but very effective reading technique which aims to improve fluency and accuracy. It is based on reading for pleasure and is very student-centred. 22 students have attended PR sessions for 15 minutes per day.
2015/16 Year 7 Catch Up English
|Area Of Expenditure||Amount||Strategies||Impact||Evidence|
|Year 7 “Units Of Sound” literacy workshops||£2980||1 hour sessions per week during academic year during English lessons
Plus 4 hour interventions with HLTA
|Spelling: 73% of students achieved a “Ratio Gain” between 1.4 and 4.0.||Ratio Gains data information which establishes the most effective way to gauge the impact of literacy intervention over time on reading and spelling.|
|Year 7 literacy intervention programme||£8520||1 hour sessions per week over 12 weeks led by the school Literacy
|The APS of the students on the programme increased from 25 to 26.9.
Targeted fundamental literacy skills eg. sentence structure, paragraphing, vocab development
|PIVATs Score from pre and post assessments, writing assessments and student voice.|
|Accelerated Reader intervention programme.
|£10539||20 minutes per day reading over the course of the year.||50% of the 33 catch-up premium students achieved a “Ratio Gain” of between 1.4 and 4.0. This equated from modest to remarkable impact||AR scores from pre and post assessments using the “Ratio Gains” principle taking into account the time of the intervention.|
|Paired Reading Programme||£2080||5 TAs for 15 minutes per day||83% of Y7 students involved in this programme achieved a Ratio Gain of 3.3 (substantial impact) or more||Diagnostic Reading Analysis: Pre and post scores are used to calculate Ratio Gains to show impact|
Support and Impact 2015-16 Year 7 Catch Up Maths
For students below a KS2 level 4 score in Maths the following interventions were implemented.
- Dyscalculia Project: 16 Students follow a bespoke curriculum which has been specifically and professionally designed to increase knowledge, skill and confidence within the subject which will enable them to succeed in moving forwards towards GCSE. The scheme includes the use of specialised resources such as Numicon, Cuisenaire rods, folding times table grids and base ten blocks which allows students to make clear links between written numbers through visualisation and touch. The school has a subscription to the “Numeracy Ninja” written resources which are used as a 5 minute starter at the beginning of each lesson. There are 30 questions which are designed to measure progress across specific key areas. Small gains are promoted in order for the students to move to the next rewards level. Different stickers are awarded when students achieve certain standards.
- A huge emphasis is placed on revisiting the basic concepts of number and place value which may have been misunderstood from an early stage. Class sizes are small (as low as 8 – tutorial size) and all have a dedicated teaching assistant for one to one support. Some classes also have the support of a Sixth Form student (high achieving mathematicians) as part of our successful school enrichment programme which means that the adult to student ratio can be as low as 1:2. Students are encouraged to discuss and articulate their thoughts in a fun, safe and supportive environment. The ultimate aim of the project is to allow the students to move into the mainstream mixed ability classes and this has been achieved by the students who have made exceptional progress. Recent analysis of mathematical age shows an average increase of 0.42 over a three month period with an average expectation of 0.25.
Dyscalculia group progress 2015-16
- By Easter the accelerated programme was complete and students were reintegrated into our main mixed ability setting stream.
- In the first Learning Cycle, 23/25 students were making ‘expected progress’
- By the final learning cycle; 23 students were making ‘expected progress’ with the exceptions with one student making “good” progress.
|Area Of Expenditure||Amount||Strategies||Impact||Evidence|
This involves using Maths staff, teaching assistants and Sixth Form Maths students working with small groups of Year 7 students.
|£9480||Every Maths lesson over the course of the academic year.||92% of students made expected progress over the three learning cycles in Year 7||Teacher assessments over the course of the three learning cycles in Year 7|
Proposed Plan 2018-19
Please click the link for further information on the Ratio Gain.