Context of the Academy
Trinity Academy serves the town of Thorne and the surrounding villages of Moorends, Stainforth and Hatfield and is in the top 10% most deprived areas in the country. Over the past 6 years, 34.3% of the pupil population has been eligible for Free School Meals, which is well above the national average. Currently, all year group cohorts at Trinity started the academy with significantly lower KS2 average point scores than the national average. In the current Year 7 we have a significant number of students who did not achieve the expected standard in reading (92) or maths (54) by the end of KS2.
Trinity Academy received £26,785 in catch-up premium for 2019-20. This additional grant will be used
- For interventions to narrow the gap by providing intensive literacy and numeracy support and raise the attainment of those students entitled to catch up premium.
- To identify concerns and target intervention and support to accelerate progress.
- To use the question level analysis function (QLA) in the Analyse School Performance (ASP) service to identify specific areas to focus on with new Yr 7s
- To raise student self esteem
|Early identification||£15,000 (teacher transition lessons, provision of a specialist primary liaison mentor)||Work closely with the feeder primary schools to enable early identification of and intervention with students requiring catch-up. To close the attainment gap and accelerate progress through rapid intervention.
VP, transition co-ordinator, SENDco all working closely with vulnerable students and primary staff.
Maths dept primary visits to consider student starting points and also liase with staff on vulnerable students.To raise the self-confidence and resilience of our pupils who are entitled to ‘catch-up’ premium.
Analysis and tracking of students using SMID
|First quality teaching and learning||£4200||All staff to be trained in making every lesson count. Development of teaching and learning skills. CPD programme targeted around planning, cognitive load theory and memory retrieval. Curriculum development and pedagogy are a key driver in student progress and outcomes.||JMC/MSM|
|Small group intervention||£1500||Specific interventions with individuals and small groups such as Lexia, Toe by Toe, handwriting group, spelling programmes, and reading support||MEV/RSA|
|Re-instate school library||£500||Library re-opened
Students involved in running the library
|CAT/NGRT testing||£500||All students to have CAT and NGRT testing on arrival to the school. Identify areas of weakness||DBE/MWA|
|Enhanced curriculum provision||£2000||Students eligible receive extra literacy lessons per week during curriculum time.||DBE|
|Lexia reading scheme||£800||Students eligible for reading scheme are to have specific tutor time dedicated to reading. Student progress is monitored half termly.||MEV|
|Mathematics lunch time engagement||£400||Students in yr 7 have the opportunity to take part in lunch time quizzes. These are based around ability and students have the chance to win prizes and rewards.||RSA/PWA|
|Numeracy Ninjas||£500||Booklets produced for students. Questions developed around the basic skills required in Maths. Developed further before progressing into GCSE.||PWA/RSA|
|Hegarty Maths||£500||High quality maths resources available for students whilst at home||PWA/RSA|
|Peer mentoring for reading||£200||Students in yr 10 become mentors for Yr 7 students that have been identified.||MEV/MSM|
To close the attainment gap and accelerate progress through rapid intervention
To further identify any potential barriers to learning
To raise self-confidence and resilience of our students
|Peer mentoring||£185||6th form mentors identified to work with specific groups of students in English and Maths. Maths and English staff to train mentors.||ABU/RLI|
|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.