Year 7 Literacy and Numeracy Catch-up Premium

Like the majority of schools, we receive funding from the government to provide additional support to students in Year 7 who entered the Academy with a Key Stage Two average score of below 100 in either English or Maths.

It is vital that these identified students catch up to their peers as quickly as possible as so much of a student’s achievement across their different subjects is based on literacy and numeracy.

For 2017-18 we received £15,867. This was used to provide a comprehensive support program for the identified students.

This included:

  • Using a Literacy Curriculum Support Worker whose main responsibility is working with students who entered the Academy with a Key Stage 2 average score of less than 100 in English
  • Using dedicated reading time in all Year 7 English lessons in order to accelerate the rates of progress for students.
  • Using an experienced Maths teacher to work with students who entered the Academy with a Key Stage Two Maths score of less than 100.
  • Provided additional English and Maths lesson time for lower ability students.
  • Developed a literacy and numeracy policy to develop these skills across all subject areas.
  • Refined our Nurture provision to focus on not only developing general literacy and numeracy skills but also to build directly on the work students are doing in their Maths and English lessons.

 

Impact 2017-18

Most students who entered the Academy with SATs scores below 100 in English and maths have made good progress.

English

Thirty-Seven Year 7 students joined the Academy with a score below 100 in English. Throughout the year the majority of students have made or exceeded expected progress in English and reading has improved enabling them to access the wider curriculum.

Maths

Forty-Nine Year 7 students joined the Academy with a score below 100 in Maths. Throughout the year, the progress of all students in Maths including those with scores below 100 is improving against their expected target grades.

The targeted support of the tutor in maths has focused on their key numeracy skills

‘use of the additional funding to help Year 7 pupils catch up in literacy and numeracy has had a positive impact. The vast majority of pupils who are eligible for this support make accelerated progress in English and mathematics and their attendance is good.’  Ofsted May 2017

We feel strongly that these students should receive continued support beyond Year 7 so that they continue to work at or above age related expectations, as a result their progress is monitored throughout Year 8 and additional support is provided if required.

2018-19

As of yet, the total amount of funding for this academic year has not been finalised. However, it is anticipated that the allocation for the Academy will be approximately the same as 2017-18.

After reviewing and monitoring the impact of previous initiatives, the funding will be used to support eligible students in the following ways:

  • Continued use of a Literacy Curriculum Support Worker whose main responsibility is to work with students who entered the Academy with a Key Stage 2 average score of less than 100 in English.
  • Using an experienced Maths teacher to work with students who entered the Academy with a Key Stage Two Maths score of less than 100.
  • Provided additional English and Maths lesson time for lower ability students.
  • Refine our Nurture provision to focus on not only developing general literacy and numeracy skills but also to build directly on the work students are doing in their Maths and English lessons.
  • Researching, trialing and reviewing the impact of the Lucid program on improving student outcomes in Literacy for those students with a below 100 average in English at Key Stage Two.
  • Use dedicated days during Tutor time in order to develop students’ reading skills.
  • Use ten minutes at the start of every English lesson in Years 7-9 in order to improve students’ literacy skills with the support of a specialist teacher.
  • Introduce a maths across the curriculum strategy led by the Assistant Director responsible for maths