Year 7 Literacy and Numeracy Catch-Up Premium

YEAR 7 LITERACY AND NUMERACY CATCH-UP PREMIUM

Since January 2013 we have been allocated Year 7 Literacy and Numeracy Catch-up Premium funding for every Year 7 student who has not achieved level 4 in reading and/or maths at Key Stage 2. Schools receive an additional premium of £500 for each Year 7 pupil who has not achieved at least level 4 in reading and/or maths (maximum £500 per pupil) at Key Stage 2. The money is to be used by schools to deliver additional tuition or intensive support in small groups, giving students valuable support to bring them up to speed so that they are more likely to succeed at secondary school.

Year 7 Catch-up Premium 2016 /2017

Total Catch-up Premium for Bradford Academy is £30,000as our PAN for 2016/17 is the same as 2015/16 and so the funding us matched, paid on 1 March 2017

The students are not categorised. Our data shows that:

• In reading – there are 12 students identified as B or NS and 23 students in the bottom 5% nationally on the reading test (SS of below 87). In addition – there is 1 student with no KS2 data but CATS of 76 and Reading Age of 6.03. Of these 12 are identified in the grammar cohort and 1 in the maths. (7 individuals). 19 boys and 17 girls. 20 students are identified as PP, 15 as EAL, 26 with SEND, 2 of whom are statemented. In addition a further 48 students are in the bottom 25% nationally on the reading test (SS of below 97) (41% of the cohort)
• In grammar – there are 10 students identified as B and 19 students in the bottom 5% nationally on the grammar test (SS of below 91). In addition – there is 1 student with no KS2 data but CATS of 76 and Reading Age of 6.03. Of these 19 are identified in the reading cohort and 1 in the maths. (4 individuals). 16 boys and 14 girls. 14 students are identified as PP, 12 as EAL, 24 with SEND, 2 of whom are statemented. In addition a further 49 students are in the bottom 25% nationally on the grammar test (SS of below 99) (39% of the cohort)
• In maths – there are 10 students identified as B and 12 students in the bottom 5% nationally on the maths test (SS of below 90). In addition – there is 1 student with no KS2 data but CATS of 76 and Reading Age of 6.03. 1 identified in reading and 1 identified in grammar. (4 individuals). 12 boys and 11 girls. 12 students are identified as PP, 13 as EAL, 16 with SEND, 2 of whom are statemented. In addition 64 students are in the bottom 25% nationally of the maths test (SS of below 99) (42% of the cohort)

16 students are identified in each cohort.8 boys and 8 girls. 8 identified as PP, 9 as EAL, 15 with SEND, 2 of whom are statemented.

33 learners in total identified to track. Funding used to support more than this identified cohort as outlined below.

Guidance provided in the DfE website suggests the following strategies:

• individual tuition
• intensive small-group tuition
• external services and materials
• summer schools that help students catch up over a short period of time

The research document Literacy and Numeracy catch-up strategies from November 2012 identifies the following analysis of Gain, Cost and Applicability of approaches used in schools in the UK.

Our whole school marking and feedback policy based upon meta-cognition and self-regulation have consistently high levels of impact with pupils making an average of eight months’ additional progress according to EEF research. This is complemented by the Building Learner Power programme developing common language around meta-cognition throughout the academy. Our Core curriculum, which provides transition support from primary with a specialist teacher, is built upon developing the literacy skills of all learners. Identified Year 7 learners also receive intervention sessions from our SEND and EAL staff. 3 learners have 2 periods per week with the EAL manager in place of their Spanish lessons where literacy strategies are worked on. 10 learners on the SEND register have up to 3 periods per week where literacy strategies are worked on; 5 learners have 1 period where numeracy strategies are worked on.

In addition, the Catch-up Premium funding was spent in the following way:

English Interventions and impacts

During the 2015 – 2016 the following interventions were put in place:

• Intensive intervention to improve students’ literacy. Students received 1 hour additional curriculum time of literacy per week. This intervention is highly personalised with targeted groups for those below Level 4 in Reading and ensures student progress is accelerated.
• Each student has a lesson in the LRC where they follow the Accelerated Reader programme. Students who are identified as being below Level 4 in Reading received additional support from a trained Post 16 support worker.
• Summer School sessions led by English staff targeted students to work on Literacy progress to support their transition and ensure student progress is accelerated.

As a result for the academic Year 2016 – 2017in addition to the above, we carried out the following interventions:

• Accelerated Reader extended to incorporate termly Star Reading Tests to measure improvement and put in place interventions. An Aspirant Lead Practitioner has been appointed to oversee this programme.
• Purchase of Star Early Literacy programme as part of Accelerated Reader to target learners with a reading age of below 7.
• Literacy Intervention using additional class assigned for 1 period a week of English timetable to enable targetted intervention by subject specialist.
• Targetting identified learners to attend KS3 Electives each Thursdayto receive additional support.

Mathematics Interventions and impacts

During 2015 – 2016 the following interventions were put in place:

• Intensive Numeracy support was provided in the form of Year 7 Numeracy electives each Monday after school. Students with below Level 4 were targeted and ensured their progress was accelerated. A Summer pack consisting of revision and practice material was issued to each identified student.
• Summer School sessions led by mathematics staff targeted students to work on Numeracy progress to support their transition and ensure student progress is accelerated.
• Intervention homework set using ‘mymaths’. Individualtargets for improvement set following diagnostic assessments.

As a result for the academic Year 2016 – 2017, in addition to the above, we carried out the following interventions:

• Identified students receive maths intervention in small groups/seated together taught by a maths specialist; practical apparatus used for these groups (eg clock to manipulate) more visual queues given using smart boards, larger font worksheets / working out space.
• intervention for targeted students eg number bonds making non negotiables more accessible, scaffolded examples to model.
• refinement of data collection using PLC practice from PiXL to identify areas for improvement to enable intervention. Tracked and monitored each half term by KS3 lead in Maths

In addition, the Year 7 Pastoral Worker works intensively with the 33 learners identified to ensure barriers to learning are removed. The identified leaners also receive intensive support from specialist Learning Support staff.

We have used KS2, CATs and Accelerated Reader data to ensure we have a comprehensive analysis of students’ needs. In addition to the points above:

•As our all-through academy has its first Year 6 we will also build on the opportunity for cross phase working processes to support our learners’ transition. This has included cross-phase and cross-curricular whole staff training on Literacy and cross-phase training and standardisation of writing.

•We have refined our intervention plans to ensure targeted students are more clearly identified and tracked to measure the progress they are making and put further intervention strategies in place where appropriate.

•Identified students receive an additional one hour support for Literacy and one hour for Numeracy during their Core lessons instead of doing Food Technology. These are 6 week programmes and learners are identified using prior attainment and current progress data.

Impact

The impact can be illustrated by the whole cohort assessment data at the end of Year 7 in both English and mathematics.

The impact can also be measured by learners’ engagement in accelerated reader and in their reading ages as identified in each Star Reading Test.

Both of these are monitored at data collection points and after each Star Reading Test and monitoring points of learners’ engagement in Accelerated Reader.

Proposed spend 2016 – 2017

Intervention / Lead / Reason for intervention / Cost
Increased staffing in English / CBN / Additional intervention group added during 1 English lesson (a specified Literacy hour) across all classes. Classes are ‘set’ based on prior attainment and current progress to enable targeted intervention and support. / 2 periods of English staff throughout year £5,800
Increased staffing in Core / JBS / Additional intervention group added during 2 Core lessons (1 specified Literacy support, 1 specified Numeracy support). Group is identified using prior attainment and current progress and receives a 6 week intervention programme. / 4 periods of Core staff throughout year £11,600
Intervention group for EAL students / GHE / Intervention groups added in place of Spanish lessons to support EAL students with literacy. / 2 periods of EAL staff throughout the year
£5,800
Summer School / KHD / Cohorts identified to receive additional Literacy and/or Numeracy support during Summer holidays prior to starting in Year 7 / £350 on staffing
£150 on resources
Appointment of an Aspirant Lead Practitioner to lead on Accelerated reader / MHD, JTY / Assigned lead to extend, monitor and run accelerated reader across whole of Key Stage 3 / TLR cost£ 4574.00
£820 cost on additional books
Purchase of license for Star Early Literacy package on accelerated reader with subscription for 30 students. / ZBN, LHN / Provides additional support for learners below reading age of 7. Also invested in additional books to support learners at lower reading ages. / £105 SEL
£500 on additional books and resources
Total / £29,739