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Guru Nanak Multi Academy Trust

Year 7 Catchup

Year 7 catch up funding 2016/2017

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 maths at the end of key stage 2. This has previously been equivalent to £500 per pupil.

In 2016 to 2017 schools were allocated the same overall amount of year 7 catch-up premium funding they received in 2015 to 2016, adjusted to reflect the percentage change in the size of their year 7 cohort, based on the October 2016 census.

Amount received: £10,821

 

How the funding was used:

Rationale

Review of outcome at end of academic year

Numeracy catch up group taught by Primary trained teacher in a smaller, personalised group.

 

1:10 (September 2017)

 

1:6 (July 2016)

 

Additional adult support to support students with SEN (Funding from SEN budget)

Use of ‘primary’ model to bridge the gap between Primary and Secondary including:

 

-Primary resources

-Primary vocabulary and strategies

 

Small group setting to provide:

 

-Personalised intervention

-Personalised feedback and strategies.

4 students throughout the year moved out of the catch up group; with an average of 14 marks increase in their half termly tests.

 

The highest increase was a student who was getting 2/50 in half termly tests is now achieving 20/50 in half termly tests.

 

The remaining 6 students have shown an average increase of 5 marks in their half termly tests.

 

Students gaps in their learning has decreased and they are now accessing the year 7 curriculum to a basic level and taking part in whole year group assessments.

English catch up group taught by Primary trained teacher in a smaller group:

 

1:16

 

Additional adult support to support students with SEN. (Funding from SEN budget)

Use of ‘primary’ model to bridge the gap between Primary and Secondary including:

 

-Primary resources

-Primary vocabulary and strategies

 

Small group setting to provide:

 

-Personalised intervention

-Personalised feedback and strategies.

On average the students made 3.5 ‘sub level’ progress based on their entry and exit assessment for English. This is calculated from the following model:

 

Emerging – E1, E2, E3

Emerging plus – E+1, E+2, E+3

Developing – D1, D2, D3

Secure – S1, S2, S3

Personalised small group English interventions

 

 

 

 

 

 

Targeted support given for those students who are ‘falling behind’ in English. Includes:

 

-Explanation of expectations and assessment criteria

-Teaching focused to individual targets

1 intervention group made an average of 6.75 ‘sub levels’ of progress based on their entry and exit assessment for English. This is calculated on the above model.

 

Another made an average of 4.5 ‘sub levels’ of progress based on their entry and exit assessment for English.

 

Another made an average of 4.75 ‘sub levels’ of progress based on their entry and exit assessment for English.

 

The interventions aided the students to make accelerated progress with the aim of them achieving their expected level by the end of the year.

Weekly reading intervention

 

 

 

 

 

 

 

Promote a ‘love of reading’ by allowing time to explore the library, change books, and receive recommendations and advice on appropriate texts.

 

Build vocabulary

 

Comprehension strategies

 

Reinforce learning from English topic; giving further ideas and vocabulary for the classroom.

An assessment carried out at the beginning of Spring 2017 showed that, on average, this reading groups reading age had increased by 2 years.

 

Another baseline reading assessment will be carried out in September 2017 to analyse the full impact.