Year 7 catch-up premium expenditure: impact on pupils’ attainment: 2016-2017
The Government made a commitment to provide additional funding for each year 7 pupil who did not achieve the expected level in the Key stage 2 national curriculum tests in reading and/or maths.
Number of pupils and catch-up premium received
- Number of pupils eligible for catch-up premium funding: Sixty seven for reading and forty eight for maths
- Total amount of catch-up premium funding received: £8,910
Nature of support in 2016-2017
- Additional resources for literacy and numeracy intervention
- Additional teaching time and teaching support time deployed to English and Maths
|Numeracy||Passport Maths: training, workbooks and additional materials
Collins work books
|Literacy||Dockside Rising stars materials||£1,920|
|Staffing and copying costs||Exceeded the funding received for intervention.|
Impact of Intervention:
Literacy Intervention 2016-17
There were sixty seven pupils in year 7 who are recorded as not meeting the expected level in reading at the end of key stage 2. The cohort was supported in three waves. The waves related to the level of intervention needed.
Wave 1: This group took part in the “Dockside” programme delivered which was delivered during a weekly session by either a teaching assistant, SENCo or Assistant SENCo.
Wave 2: The “Dockside” programme (higher stages) was used on 1:1 basis once per week with selected students.
Wave 3: Lunchtime reading club twice a week for those closest to the 100 scaled score
In addition to this Lexia was used in some lessons and individual progress monitored. Some pupils also had access an additional lesson each week in literacy/numeracy.
Thirty students were removed from the intervention programme after the October half term as they either met or exceeded the National Standard (i.e.scaled score of 100) in KS2 SATs paper
A further twenty four boys continued to receive intervention, all students were removed from the programme by the end of the autumn term .Their progress was measured using reading and spelling ages. (Neale Reading Test and Vernon Spelling Test). The students, with the exception of one, had made at least expected progress over the course of the term.
This group made on average six months progress in reading over a 2 month period and on average 8 months in spelling over the same period.
Those that remained on the programme had an identified special educational need. The fourteen boys continued to receive weekly support on a 1:1 basis using the “Dockside” Rising Stars reading programme. The group made an average twenty two months progress in reading over a nine month period. Additionally, they made twenty months progress in spelling over the same period.
Numeracy Intervention 2016-17
There were forty eight pupils in year 7 who were recorded as not meeting the expected level in mathematics at the end of key stage 2. During the course of year 7 three students left the College and a further two were withdrawn from the programme after discussion with parents.
The intervention programme was delivered in three waves according to the level of need. This was determined by how far away each student was from the National Standard(i.e. scaled score of 100) at Key Stage 2.
Success criteria for the year 7 intervention programme was based on the school’s target setting system .Given the new grading at GCSE level it was decided that CATs results would be used to determine the expected grade at the end of year 11. Students’ work was assessed by the class teacher and an informed judgement was made about whether a student was working below, at or above their expected level in line with the end of year 11 target.
Wave 1: A basic programme of support delivered on a 1:1 basis twice weekly by a member of teaching support.
The student concerned did not make the expected progress
Wave 2: Boys follow the “Passport Maths” programme endorsed by the National Numeracy Strategy It was delivered twice a week in small groups by a member of teaching support.
Ten pupils made more than expected progress, nine made expected progress and two did not make expected progress.
Intervention was delivered by a specialist maths teacher using the KS3 Collins Maths Workbook. Initially the intervention was fortnightly due to the size of the group. Given the progress made by some the intervention was subsequently scheduled weekly.
Eight pupils reached the expected National Standard in a KS2 SATs test in the Autumn term and were removed from the Intervention programme. Their progress was monitored; one student is at the expected level and seven are exceeding expectations.
Of those who remained on the intervention programme, eight made more than expected progress and five expected progress.
Year 7 catch-up premium 2017/18
The literacy and numeracy catch-up premium gives state-funded schools, including special schools and alternative provision settings, 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.
Total number of pupils “Not at the expected level” at the end of key stage 2 in reading is : sixty one
Total number of pupils “Not at the expected level” at the end of key stage 2 in mathematics is: forty six
Catch-up premium to be allocated to St Francis Xavier’s College
Nature of support in 2017/18
There are sixty one pupils in year 7 who are recorded as not meeting the expected level in reading at the end of key stage 2. The waves relate to the level of intervention needed.
Wave 1: Boys who have an identified Special Educational need related to literacy will take part in the “Dockside” programme delivered during a weekly session.
Wave 2: Boys will study texts with a specific focus on close textual analysis and will write extended pieces based upon a range of topics. The key stage 2 pilot test and STAR assessment will be used as assessment tools.
Wave 3: Boys who were very close to the expected scaled score i.e. scoring 99/98 will be monitored by their class teacher.
There are 46 pupils in year 7 who are recorded as not meeting the expected level in mathematics at the end of key stage 2. The waves relate to the level of intervention needed.
There are 34 pupils in year 7 who scored 97 or below in mathematics at the end of key stage 2. The pupils have been arranged into three sets based on ability relative to the scaled score of 100. Each set will have one lesson each week with a maths specialist.
At the start of the programme pupils will complete a KS3 Maths Past Paper which will be RAG coded based on their scores for each question. Pupils scores will be entered into a spreadsheet where each question will be highlighted in red, amber or green depending on level of understanding shown.
During the programme pupils will be taught from the Schools Improvement Liverpool Year 7 Intervention Scheme, which has been formulated by a group of maths teachers from schools across the city and supervised by a school improvement partner from Schools Improvement Liverpool. The Local Authority Intervention group created engaging and effective lessons targeting key areas for pupils who are below expected standard at the start of Y7. Concrete and pictorial resources to support understanding will be used.
At the end of the Autumn term pupils will be given aKS3 past paper and this will also be RAG coded which will allow teachers to identify those pupils who have made sufficient progress and therefore can leave the programme.
In January pupils who have not yet met the requirements to leave the programme will continue their weekly catch up lessons from the Schools Improvement Liverpool Year 7 Intervention Scheme until Easter when they will be assessed again. Those pupils still on the programme after Easter will continue to receive support until the end of the summer term.
Wave 3: Twelve boys were very close to the expected scaled score, i.e. scoring 99/98, their progress will be monitored by their class teacher
Measurement of Impact
Initial Creative Writing Assessment.
Key stage 2 Pilot test will be taken during the Autumn 2017. Those students who achieve a score of 99/100 in the pilot test will then exit the Catch up programme. Assessment data generated by the STAR reading test will also be monitored and utilised as an additional exit strategy from the Catch up sessions.
A whole school focus on improving extended writing will be addressed in the ‘Intervention Sessions’.
Ongoing collaboration between staff who teach the catch up cohort whether in extraction lessons or in their designated maths lessons to identify areas of need and focus for intervention.
KS3 Past Paper completed at the start of the programme in September.
Re-testing in December after completing one term on the programme, remaining pupils who will be assessed again at Easter.
Ongoing collaboration between maths specialists who teach the catch up cohort whether in extraction lessons or in their designated maths lessons to identify areas of need and focus for intervention.