|Summary of Year 7 Catch-Up Premium spending 2017/18|
Objectives in spending the Catch-Up Premium:
Giving those students who enter Year 7 with low SATS scores the skills and knowledge they need to make progress at secondary school.
Providing specialist teaching that uses the data available at transition to improve Mathematics and English attainment.
This is being achieved through the following spending:
|Action||Rationale||Cost||How will the impact be measured?||Who oversees this part of Academy life||Monitoring and Evaluation|
Work closely with the feeder primary schools to enable early identification of and intervention with students requiring catch-up.
|Early identification enables the school to put in place a range of support for students who require catch-up. While much of this is academic support, it is also the case that attendance, behaviour, social/ emotional and family support is also required.||
£13,000 (teacher transition lessons, provision of a specialist primary liaison mentor)
|Accurate setting and grouping for tutoring of year seven classes. Calm start to secondary school life, progress from baseline in term 1.||Mr David Bedford (VP Academic)||
Our English Department has been meeting with their counterparts at our feeder primary schools to build links and ensure smooth skills transition.
Julie Cheesewright has been visiting primaries to identify students with particular needs so that we can best support them when they reach us
Conclusion: Based on past experience, this is worth continuing.
|Place those Year 7 students that KS2 data suggests are most vulnerable to underachievement into a small group. Provide a specialist teacher to teach this group a ‘transition’ curriculum.||The provision of an experienced teacher so that vulnerable disadvantaged students can benefit from a ‘transition’ curriculum has worked well for the school over the last three years. We intend to continue to provide this to such students and have provided specialist teachers to fulfil that role.||£7000+ (extra cost of small transition group with experienced teachers)||Progress rates for students in the transition group to be significantly accelerated. Students to gain average grade 4’ in end of year tests, suggesting a readiness to access the mainstream curriculum in Year 8.||Mr David Bedford (VP Academic)||
With the exception of two subjects, progress has increased in the subjects where students are set by ability.
Conclusion: Although data is limited, we should continue for now to set by ability and use smaller bottom sets and a transition curriculum in Year 7.
|Specific interventions with individuals and small groups such as Lexia, Toe by Toe, handwriting group, spelling programmes, and reading support||Literacy is the basis of the curriculum and therefore, there is an intense focus on literacy strategies in year seven so that all students will be able to access all aspects of the curriculum.||£8,000 (to cover cost of materials and support team)||
Re-administered NGRT tests in year will reveal the extent that these programmes are having an impact.
Spelling tests are also administered to the smaller groups to measure impact [NGST].
Lexia is tracked online with regards to reading ability and students are given intermittent certificates of achievement.
|Mel Every, Literacy Coordinator or Miss Cheryl Tindale, SENCO||
Lexia was introduced for 60 students with low reading ages in the summer term of 2018. It will be expanded in 2018-19 and delivered during tutor time.
‘Reading Leaders’ in the VIth partner with students.
Once there has been whole-staff training the reading ages will be used more effectively in order to differentiate for students and enable them to access the curriculum more easily.
A reading passport scheme should soon be introduced.
Conclusion: Too early to tell.