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Year 7 Catch-up Premium

Year 7 Catch-up Premium

The King John School Year 7 Literacy and Numeracy Catch-up premium
2019/20

The Year 7 Catch-up premium has now been replaced by the Covid-19 catch-up premium which helps schools to provide additional support and intervention for students in years 7-11 to help combat the negative impacts of the unprecedented disruption to their education as a result of coronavirus. The aggregate impact of lost time in education will be substantial, and the Covid-19 catch-up premium is provided in response to the scale of the significant challenge.

What is the Catch-up Premium?

The literacy and numeracy catch‐up premium gives schools additional funding to support year 7 learners who did not achieve the expected standard in reading/literacy or Mathematics at the end of key stage 2 (KS2).

In 2019/20 the school received £13,306 for the catch‐up premium.

Intended outcome

Those learners identified as not achieving the expected standard in reading or Maths at the end of KS2 will receive targeted intense support to facilitate rapid progress to the expected standard in the identified weaker subject. Based on our Key Stage 3 Assessment Ladders an expected pass in English or Maths by the end of Year 7 is a solid Grade 3 or above (3= and above), with the aim being that the majority of identified learners achieve a grade 4 or higher. This will enable that learners are equipped with the skills to be able to access the curriculum equitably with their peers, whilst also assisting in their development of a love of Maths and/or English.

How is impact measured?

Data captures are obtained three times across the school year in the autumn, spring and summer terms. It is envisaged that all learners meet the minimum expected standard of a grade 3 by the end of Year 7, with a real push towards achieving a grade 4 and above. Each learner’s current attainment is analysed and progress towards the expected end of year standard and their aspirational target grade is measured. These data entries are based on standardised KS3 assessments delivered through Maths and English lessons. Where learners are accessing specific Catch‐up interventions additional assessments may be used to more rigorously assess progress of learners and impact of provision.

Implementation

 Learners are identified based on a SATs outcome of 98 or less in either reading or numeracy. 80 learners have been identified as requiring support to achieve the expected standard in English or Maths. There are 46 learners identified as being in need of support to achieve the expected standard in English with 13 identified as a high priority. 34 learners are also in need of support to achieve the expected standard in Maths with 11 being a high priority.

This funding will be used to:

  • Provide extra adult support in lower sets for English and Mathematics lessons.
  • Small group tuition for personalised support in literacy and numeracy.
  • Provide support through the Chrysalis Learning Programme.
  • Provide extra support through 1:1 and small group tuition/mentoring.
  • Part of funding allocated to the Accelerated Reader program to improve literacy.

Specific details regarding this provision can be viewed on the Year 7 Catch‐up Implementation and Impact document. This document sets out the planned provision for the year and is updated with impact information throughout the year to demonstrate the ongoing impact of each strategy.

Year 7 Catch-Up Implementation and Impact

Year 7 Catch-up premium funding – £13,306

Overall Impact –July 2020

 Literacy (Writing – 46 learners)

72% of learners have met or exceeded the expected standard in writing by the end of Year 7.

37% of learners have exceeded the expected standard in writing by the end of Year 7.

Numeracy – (38 learners)

68% of learners have met or exceeded the expected standard by the end of Year 7.

21% of learners have exceeded the expected standard by the end of Year 7.

 Overall Impact - March 2020

 Literacy (Reading - 57 learners)

86% of learners have met or exceeded the expected standard in reading by the end of Year 7.

40% of learners have exceeded the expected standard in reading by the end of Year 7.

 

Intervention

Strategy

No. of learners

involved

Evaluation / Impact – Updated

in February and July 2020.

Chrysalis

Learning Programme (English & Maths)

Timetabled lessons with small groups of learners who are identified as below expected at KS2 and who would benefit from the nurturing environment of the Support department classrooms. Learners are provided with up to 18 timetabled Chrysalis lessons per fortnight which are designed to provide additional literacy and numeracy learning to support them in accessing the curriculum. Oversight of Chrysalis provision by Miss L Wall (SENCO).

Literacy = 8

 

 

Numeracy = 6

Literacy -3 students achieved the expected standard by the middle of March. All students made progress from their starting points.

Numeracy – 50% of students met or exceeded the expected standard with 2 other students being one mark away from achieving the expected standard in their final assessment.

The impact of this provision is less than expected however did not follow the same format as in previous years and therefore was less successful. As a result this provision is in the process of a curriculum redevelopment in order to secure better progress for this pupil group. This will aim to include functional skills elements and language development to provide wider skill development opportunities.

Literacy Booster

programme

An intensive literacy programme is delivered through a 12 week programme of one hour booster sessions which take place after school. SATs outcomes are used to identify focus areas for delivery. Assessment takes place every session to analyse impact and inform next step planning for subsequent sessions. This is complemented by a ‘Love of Literacy’ club which involves learners using creative ways to practise their literacy skills. Overseen by Miss A Gray.

24 students

83% of students achieved or exceeded the expected standard, with 42% exceeding the expected standard.

The intensive workshops and regular assessment points throughout resulted in improvement in attainment but also in the student’s creativity and enjoyment of the subject.

One‐to‐one

tuition ‐ literacy

Individual learners are identified to receive a 10 week intensive programme of one hour sessions with an English tutor. These sessions are tailored to the individual areas for improvement of the learners.

9

78% of students achieved or exceeded the expected standard. Student feedback rated this provision as more than expected (1.16) demonstrating that they felt the provision had exceeded their expectations and helped them improve.

Reading age

development and engagement

Accelerated Reader programme improves learners’ reading ages. It also develops a love of reading and increased comprehension skills.

Learners access this programme through their English lessons and are monitored by their English teacher. Overseen by Ms K Graham.

All identified

(Accessed by whole Y7 cohort)

The initial testing phase was completed in January and a follow up test completed in January equating to 4 school months. The average progress achieved during this time was equivalent to 6 months. Unfortunately due to the national lockdown we were unable to complete the Y7 AR programme and final assessment to ascertain the full progress made by the identified group. A new reading test will be completed in September of Year 8 and the provision implemented across the 2020/21 academic year as planned.

A review of the AR provision is to take place in 2020/21 to identify ways to strengthen the provision to reduce inconsistencies in student progress for subsequent year groups.

Maths Booster programme

An intensive numeracy programme is delivered through a 12 week programme

of one hour booster sessions which take place after school. SATs outcomes are used to identify focus areas for delivery. Assessment takes place every session to analyse impact and inform next step planning for subsequent sessions. This is to be complemented with a ‘Love of Numeracy’ club which enables learners to apply their maths skills to real‐life situations. Overseen by Mr I McCue.

Group 1 = 13

 

100% of students achieved a grade 3 or better having accessed this provision with 62% of students achieved or exceeded the expected standard in this provision.

Provision attendance analysis identified that students who had not attended all of the sessions fell short of the expected standard by a couple of marks. Regular attendance and assessment throughout set the foundation for the good progress that was seen in this provision.

Small focussed

group intervention for Maths

A small group (maximum 5) is identified on a lesson by lesson basis to receive intensive tutoring on particular topic areas or concepts. This is to gain a solid understanding before returning to the classroom to apply their new learning the following lesson. Learners are identified if they have a weaker understanding of the concepts being taught, are identified as Y7 Catch‐up learner and/or are Learner Premium. Overseen by Mr I McCue.

Up to 5

learners per lesson delivered on a rolling programme.

70% of students accessing this lesson by lesson support achieved or exceeded the expected standard in Mathematics by the end of Y7.

This provision was new this year and worked best where the additional adult was supporting within the classroom. The plan is to expand this as a provision throughout the department where underachievement is noted.

Additional in-class adult support

Where appropriate, learners have access to a Learning Support Assistant in some or all of their English or Maths classes. Learners can ask for assistance as necessary and/or LSAs can be directed by the teacher accordingly. Oversight of LSA allocation is conducted by Miss Wall (SENCo).

14

(5 targeted specifically)

79% met or exceeded the expected standard in Maths.

72% met or exceeded the expected standard in English.

This provision is more bespoke to cater for each individual’s needs and therefore is smaller scale provision, however has had a positive impact on learner’s meeting or exceeding the expected standard. This provision will continue into 2020/21, however closer monitoring will be in place to identify the specific strategies that are working for learners.

Covid-19 lockdown response

(March – August 2020)

Literacy

Intensive literacy/English packs of materials provided to learners who had not made at least expected improvement since September 2020. These included the English language, and Spelling, Punctuation, and Grammar workbooks. These were issued to provide ongoing intensive practice activities which complemented the online Y7 English resourcing for all students.

 

Numeracy

Intensive maths packs of support materials provided to learners who had not made at least expected improvement since September 2020. These included the English language, and Spelling, Punctuation, and Grammar workbooks. These were issued to provide ongoing intensive practice activities which complemented the online Y7 English resourcing for all students.

 

Rigorous assessment in both English and Mathematics at the end of Y7 and beginning of Y8 as part of the Covid-recovery plan will identify any ongoing gaps in learning for the selected Catch-up students to inform future teaching to account for lost in-school learning hours as a result of national lockdown.

 

23

 

 

 

 

 

 

27

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Literacy - 39% of the 23 students achieved or exceeded the expected standard.

Numeracy – 56% of the 27 students achieved or exceed the expected standard.

The impact of providing resources to completment the work that students were signposted to had limited impact as it is the face-to-face contact that has been most beneficial in the past. Follow-up will form part of the recovery plan in English and Maths following early assessment to identify gaps in learning. Additional intervention will then take place to fill the gaps.

 

 

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