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Y7 Catch Up Premium

Shuttleworth College Catch up Funding

Catch Up Funding

At Shuttleworth College we recognise the importance of ensuring all students make expected levels of progress. This is achieved through a number of different strategies and is funded through a number of different channels; one of which is ‘Catch up funding’. There is often a link between catch up and pupil premium funding as a high proportion of students fall into both categories.

Catch up funding is a one off payment from the DFE which provides additional funding to support pupils who did not achieve national standards in Maths and/or English at the end of key stage 2. The aim of catch up funding is to help schools remove the barrier that literacy and/or numeracy creates for these students which means they cannot properly access the wider curriculum around school.

The college receives additional funding for each year 7 student to whom this applies; this funding is only received in year 7.

 

Catch up Provision and Funding 2017/18

In 2017/18 we will receive an additional £13,714 Year 7 catch up funding. This will be used to deliver a number of interventions in order to support pupils who join Year 7 and haven’t yet reached the national standards in Maths and/or English.

Literacy

Year 7 cohort September 2017 reading ages:

47% Reading age below 11 (expected on entry at secondary)

26.8% Reading age below 9 years 6 months (would trigger access arrangements)

The aim with these students is to bring their reading age in line with their chronological age; this will be achieved through the following interventions:

Read to Achieve:

Read to Achieve is a very structured intervention programme which builds in key vocabulary and reading skills whilst drawing on texts from science and humanities. This means that students gain vital literacy skills whilst developing their knowledge of subjects across the curriculum. Students access Read to Achieve for three hours per week. Progress is tracked regularly through weekly hot and cold reads which measure fluency, multiple choice questions to establish understanding during lessons and end of unit assessments every fifth lesson. Annual reading age tests can also measure the impact of Read to Achieve.

Lexia:

Lexia is a highly personalised reading program through which students can independently practice and master basic reading skills such as phonics, vocabulary and comprehension. Lexia intervention sessions are run twice weekly with the support of a teaching assistant. Progress is tracked weekly through analysis of students’ specific skills to ensure they are progressing through each skill. This can then trigger further TA support within Lexia sessions to ensure the student can master the skill. Any student ‘stuck’ when progressing through activities for a particular skill will then have one-to-one or small group support with a TA using Lexia resources matched to their skill gap. Annual reading tests can also be used to track student progress.

Accelerated Reader

Accelerated Reader is a powerful tool for monitoring and managing independent reading practice while promoting reading for pleasure. A comprehensive set of reports reveals how much a student has been reading, at what level of complexity, and how well they have understood what they have read. Vocabulary growth and literacy skills are also measured, giving teachers insight into how well students have responded to reading schemes and class instruction. Students in Year 7 begin each English lesson reading the Accelerated Reader book and also have a library lesson during which they read and complete quizzes when books have been finished. Shuttleworth also runs DEAR (Drop Everything And Read) on a rolling timetable which means that one lesson each day begins with independent reading of their AR books in addition to reading at the start of an English lesson. Students can read independently at home and take quizzes at home and parental login details have been sent home for parents/carers to monitor their child’s progress.

Literacy Form Group

The literacy form consists of students whose literacy skills and reading ages mean they require additional support. They follow a slightly different form timetable which still includes PSHE. Their form sessions are led by a specialist English teacher and include guided reading with a class reader, vocabulary practice and activities to develop memory skills.

Numeracy

Year 7 cohort Key Stage 2 score

Maths Scaled Score <100 35%

Passport Maths

Students were initially identified as having a scaled score from primary school of below 90/ working at below level 4 in numeracy.

It provides an additional 2 hours per week of targeted intervention following a programme of skill builder activities/ specific teaching and focussed learning for students in years 7 and 8.

Progress is measured via online assessments at the end of each topic studied.

Numeracy Form Group

The numeracy form consists of students whose numeracy skills and Key Stage 2 results mean they require additional support. They follow a slightly different form timetable which still includes PSHE and their form sessions are led by a specialist Maths teacher.

 

 

 

 

 

 

 

 

 

 

 

 

 

Shuttleworth College’s Catch-up Provision 2016/17

Throughout the year a number of different intervention strategies are employed which identify target groups and individuals to enable students to ‘catch up’ with their peers and then continue to thrive throughout their time at Shuttleworth and beyond.

Intervention Strategy 2016/17

Precision Teaching – Numeracy

  • To provide a fast track intervention
  • Highlight key numeracy skills that are missing
  • Narrow the gap of vulnerable groups
  • Increase reading age at least in line with chronological age and better

Corrective Reading

  • Additional three hours with focus on developing reading skills
  • Narrow the gap of vulnerable groups
  • Increase reading age at least in line with chronological age and better

Small groups with TA support

  • Teachers are more able to support the learners
  • Support weaker learners with TA able to develop independence and Numeracy/Literacy skills
  • More personalised learning
  • Raises self-esteem for learners who find learning in a large group challenging

1:1 Support

  • TAs work on individual targets during lessons
  • Narrow gap for vulnerable learners
  • Address barriers to learning
  • Increase engagement in lesson

Accelerated Reading

  • To provide an effective intervention for weak readers
  • To encourage independent reading skills
  • To increase reading age by 3 months of additional progress after 22 weeks

 

 

 

 

 

 

 

 

 

 

 

 

 

Impact

Impact of Catch up Funding 2016/17