Year 7 Catch-up funding Spend and Plan


Year 7 Catch-up Funding Spend and Plan

Our effective deployment of Year 7 Catch-Up funding was acknowledged by Ofsted (2018); ‘Catch-up funding is used effectively for Year 7 pupils who are not yet fully prepared for the secondary curriculum. School information shows there is a good improvement for these pupils in reading, writing and mathematics.’

How we spent the allocation of funds for 2017-18

In 2017-18, Dean Trust Ardwick was allocated £14472 in funding as part of the Year 7 catch-up initiative. Year 7 catch-up funding provides an additional £500 for every pupil who has not achieved the desired level for reading and/or mathematics at Key Stage 2. The funding aims to help these children ‘catch-up’ with their peers during their first years at the school. The table below outlines how the Year 7 catch-up funding was spent to improve pupils’ literacy and numeracy skills so that they could ‘catch-up’ to their peers and summarises the impact of the strategy.

Literacy

Desired Outcome Summary of Spend Evidence of Impact
1. To rapidly close the gap between pupils’ chronological age and reading age.
2. To improve pupils’ summary and comprehension skills.
3. To rapidly close the gap between pupils’ chronological age and spelling age.
4. To improve the accuracy of pupils’ written work with a specific focus on sentence and paragraph construction.
5. To widen pupils’ tier 2 vocabulary.
• 1 part-time literacy assistant who will provide intervention sessions and mentor identified pupils through Accelerated Reader, run reading groups and liaise with parents/carers over the progress of pupils and at-home reading strategies.
• Purchase and copying of resources for intensive literacy and modified curriculum sessions (Wave 3 interventions)
• Purchase of a variety of appropriate books and texts for the programme which have been levelled.
• Purchase of Accelerated Reader licenses
• Purchase of appropriately levelled Accelerated Reader texts to be available to borrow from the library
• Purchase of rewards/incentives
• Purchase of Bedrock Vocabulary Learning licenses
• Phonics training for identified staff (identified as a need given the prior attainment of the cohort)
• Staffing and resources for parent/carer literacy and English Language development sessions
Across initial 7 weeks of intervention
• Average increase in Word Recognition Age across initial 7 weeks was 5.3 months
• 96% of cohort closed the gap between chronological and Word Recognition Age by making more than 4 months’ progress.
• 93% of cohort closed the gap between chronological and Reading Comprehension Age by making more than 5 months’ progress.
• Average increase in Spelling Age across 7 weeks was 6 months
• 93% of cohort closed the gap between chronological and Spelling Age by making more than 4.5 months’ progress.
• 100% of cohort closed the gap between chronological and reading age in 7 weeks by making more than 3-4 months’ progress.
• Average reading age of the cohort in September was 9.05 which increased to 9.10 by mid-October giving an increase of 2.5 months above expected progress.

By the end of the academic year:
• The average reading age of the cohort increased by 11 months from 9 years and 5 months to 10 years and 4 months giving an accelerated increase of 2 months more than previous progress over time.
• Against their target grades in English the cohort of 39 pupils achieved a +11 residual in English.
• A similar proportion of the English catch-up cohort (68.2%) were working on and above their aspirational flightpath targets compared to their peers (67.4%) suggesting that these pupils make slightly accelerated progress compared to their peers (where previously they have not) as a result of the interventions delivered.

Numeracy

Desired Outcome Summary of Spend Evidence of Impact
1. Develop mathematical confidence of identified pupils.
2. Improve progress and attainment in maths for identified pupils.
• 1 part time numeracy co-ordinator
• Purchase and copying of resources for intervention sessions
• Purchase of rewards/incentives
• Pre and post assessment scores reveal 81% of the cohort improved their score on the assessment.
• The cohort’s mean increase was 16%
• Before intervention, 100% of pupils were working below their aspirational flightpath target whereas at the end of the academic year 62% of the cohort were working at or above target.
• A higher proportion (62%) of the maths catch-up cohort were working on and above their aspirational flightpath targets compared to their peers (55%).
• Pupil voice revealed that 94% of the cohort agreed or agreed strongly that their confidence in maths had improved.

How we plan to spend the next academic year’s allocation of funds 2018-19

For the academic year 2018-19, Dean Trust Ardwick has been allocated £14,717 as part of the catch-up initiative. The table below highlights the planned spend of these funds and how the impact on pupil progress will be measured and evaluated.

Literacy

Desired Outcome Chosen Action Summary of SpendMeasure of Impact
1. To rapidly close the gap between pupils’ chronological age and reading age.
2. To improve pupils’ summary and comprehension skills.
3. To rapidly close the gap between pupils’ chronological age and spelling age.
4. To improve the accuracy of pupils’ written work with a specific focus on sentence and paragraph construction.
5. To widen pupils’ tier 2 vocabulary.
• To deliver a modified curriculum to pupils entering below a KS2 score of 87 which includes 3 x 50 minutes of fundamental literacy lessons per week.
• To deliver a course of intensive literacy lessons (3 x 50 minutes across HT1) to pupils with a score of between 87 and 95.
• To deliver a continuing course of intensive literacy lessons (up to 3 x 50 minutes across HT2-6) depending on continuing need.
• To deliver a phonics course to identified pupils.
• To provide one-to-one guided reading and mentoring through the Accelerated Reader programme for designated ‘red readers’ who enter with a reading age 2 or more years below their chronological age.
• Supported vocabulary development across the curriculum.
• Parent/carer literacy and English language development classes (after school).
• Tailored English curriculum to fill gaps in knowledge from KS1 and KS2.
• 1 x part time literacy assistant
• Appropriately levelled reading books
• Staffing of parent classes
• Reader Leaders course for peer one-to one readers
• Accelerated Reader licences
• Copying of resources
• Rewards and incentives
• Pupils’ word recognition, spelling age and reading age increases compared to the whole cohort.
• Pupils’ accuracy of written English across all subjects (using the NASSEA steps assessment system).
• Pupils’ progress against academic targets in English (residual) compared to the whole cohort.
• Pupil voice on attitudes towards English
• Parent voice

Numeracy

Desired Outcome Chosen Action Summary of SpendMeasure of Impact
1. Develop mathematical competency and confidence of identified pupils.
2. Improve progress and attainment in maths
• Bespoke numeracy breakfast catch-up sessions
• 1 x 50 minute intervention lesson for identified pupils (entering with a KS2 score below 87) as part of a modified curriculum
• Small group numeracy extraction sessions for pupils entering with a KS2 score between 87 and 95)
• Financial literacy sessions for identified pupils who have become disengaged with maths
• 1 x part-time numeracy assistant
• Breakfast for morning sessions
• Purchase and copying of resources for intervention sessions
• Tute online financial literacy lessons
• Skills test scores throughout intervention sessions
• Progress and attainment in maths compared to targets and whole cohort
• Pupil voice on attitudes towards maths
• BFL grades within maths lessons

 

For Year 7 Catch-up funding Spend and Plan 2015 – 2016 click here.