Year 7 Literacy/Numeracy catch up premium

Catch-up funding 2018-19

For this academic year the school received £16,758.

  • The majority of the money was spent on providing small classes in English and maths. This was in effect, an extra teacher for maths and English. Assuming that, with on costs this costs £30 (which is a conservative estimate) an hour then this cost £4,680 for maths and £5,850 for English (as an extra English lesson was also provided). The English teachers were the SEND specialists, the SENDCo and the Deputy SENDCo.
  • Students who needed to catch up also had an additional 2 hours of extra literacy lessons a week in small groups. Three groups ran this year. Assuming HLTA costs of £15 an hour including on costs, this totalled £3,510 for the year.
  • A few students had additional support through work to improve auditory processing difficulties as these can impact on performance in class. This costs approximately £12 an hour and so cost approximately £460.
  • Students also accessed additional mentoring or social skills support which, in turn, allowed them to access learning in the classroom more effectively. This cost approximately £460.
  • Many of the students also had touch typing and handwriting sessions so they could write and record their work more effectively. The cost for the year was approximately £238.
  • Homework Club is also provided by the school and was accessed by some of the students who were eligible for catch-up funding and they also had other support which has not been costed such as additional transitional support from the SENCo, TAs and pastoral team including an extra day of transition in the autumn term before they joined the school.
  • Finally, the students who were supported through being in the smallest maths and English classes, with a highly targeted curriculum, also benefitted from TA support in those lessons. This has not been costed here as it was paid for from SEN funding.

 

In 2018-19 there were:

39 students who entered the school with reading standardised SATS results of below 100 and who were still on roll at the end of the year. There were 37 who entered the school with maths standardised scores of below 100 and who were still on roll at the end of the year.

By the end of the year:

36 out of 39 had achieved level 3-4  (teacher assessment) or better in reading in English, judging by their End of Year report. This equates to 92%. 12 of these actually achieved level 5-6 which is 33%. 8% continued to make less progress and will continue to access significant additional support as they move into Year 8.

 26 out of 37 had achieved level 3- 4 or better (teacher assessment) in maths, judging by their End of Year report. This equates to 70%. Of these, 11 got level 5-6, which equates to 30%. 12 students were given level 1-2 at the end of the year and they will continue to receive significant additional support in Year 8. 1 student achieved level 7-8.

Catch-up funding 2019-20

It is not clear how much the funding will be for students this year but we anticipate that it will be a very similar amount.

As a school and in consultation with the primary schools and parents, we have drawn up similar supportive measures for the students whom we have judged to be least ‘secondary ready’ as we did for last year.

Again, the majority of the money will be spent on providing small classes in English and maths. This is in effect, an extra teacher for maths and English.

Students who need to catch up also have an additional 2 hours of extra literacy lessons a week in small groups. Three groups are running again year.

Where necessary, students will again be further supported by 1:1 time with a TA.

Many of the students will also have touch typing and handwriting sessions so they can write and record their work more effectively.

Homework Club is also provided by the school and can be accessed by the students who are eligible for catch-up funding and they also will also other support which has not been costed such as additional transitional support from the SENCo, TAs and pastoral team including an extra day of transition in the autumn term before they joined the school.

Finally, the students who were supported through being in the smallest maths and English classes, with a highly targeted curriculum, will again also benefit from TA support in many of those lessons.