Year 7 catch-up premium

This is extra money for the school in addition to the pupil premium.  In September 2012, the Deputy Prime Minister announced that secondary schools will receive an additional £500 for each Year 7 student who did not achieve level 4 or better at Key Stage 2 in reading and/or maths.

The school received the money at the end of January 2013 based on October School Census data. 

It is intended, by the Government, that schools will use the funding to provide additional teaching support to pupils who have not reached level 4 in reading and/or math’s at the end of Year 6.

All schools received £500 per pupil who has not reached level 4 in either area. Lady Lumley’s received £17,000 in January 2013 an additional £11, 500 in 2014 and £13,000 in 2015, funding for 2015/16 was£11,500, funding for 2016/17 is still to be confirmed.

In 2014/15 there were a total of 19 students who started Lady Lumley’s with L3 or below in Reading and 21 students who started Lady Lumley’s with L3 or below in Math’s.

In 2015/16 there are a total of 14 students who started Lady Lumley’s with L3 or below in Reading and 16 students who started Lady Lumley’s with L3 or below in Math’s.

In order to best use the funding, the school will assess the needs of individual pupils to decide the most appropriate way to support each individuals’ learning. The school will then select the programmes and approaches for which there is the good evidence of effectiveness in improving outcomes.

Parents of students in Year 7 who did not achieve level 4 or better at Key Stage 2 in reading and/or math’s will be informed their child therefore falls into the “Year 7 catch-up” category.

Please click here for a breakdown of spending.

Use of the Year 7 Catch-up funding

Developing a range of strategies and ensure accurate tracking of students to ensure effectiveness of strategies

Booster Session:

££ To provide a series of additional booster sessions at lunchtime/afterschool using both existing and external staffing

In class support: ££ Maths and English staff to liaise with class teacher and provide additional specialist in class support (where timetable permits)

Use of Advanced teacher support team:

££ Additional in class support provided by ATS team. Key workers within ATS team to be identified as specialist support


££ Develop a range of appropriate L3 to 4 resources to support students both within class and during booster sessions

Sixth Form mentor programme:

££ Recruit, train and deploy a team of sixth form mentors to work with students to provide additional in-class support and to work with students during afternoon tutor time

Partner primary support:

££ Liaise with key staff at partner primaries to draw on their expertise and share resources appropriate to students working below L4

Paired Reading Scheme:

££ Scheme to be run where identified students meet during tutor time to read together (Y7 with Y9)

Peer Mentoring:

All students have an identified literacy mentor who supports them during Literacy intervention work.

Accelerated Reading Scheme:

££ Continue to embed this programme within English Department and extend across all Key Stage 3 classes

Lunch in the Library challenge:

 A competition to encourage Y7 catch up students to spend some of their free time in the library

Successful Arithmetic:

 ££ A bespoke math’s booster programme focusing on developing basic numeracy skills

Literacy Intervention:

££ A bespoke package of one to one and small group literacy interventions using Specialist Teacher expertise through the School’s EMS provision. Including; Spelling Group, Inference training, Speed Up programme.

ACE; ACE dictionary training delivered to all staff and students supported to use them independently and in lessons.

Impact of the Year 7 Catch up Funding 2015 – 16

Pupils were initially identified from KS2 results.  

Assessments were carried out with individuals and groups of students to unpick needs. This included literacy, maths, language and memory assessments as appropriate.

Students separated into groups with 4 main areas of support created:

  • Spelling groups - 2 x 20 minutes a week (groups of 6-8), rolling programme of students
  • Maths groups - 2 x 40 minutes a week (groups of 3 plus 2 individual)
  • Literacy groups - 2 x 40 minutes a week (groups of 2 plus one individual)
  • High need group identified – one to one and paired sessions to focus on literacy and maths

Students allocated to groups and interventions began in second half of autumn term (see Provision Map). Various timings were used depending on needs. For example, Spelling Groups were planned in approximately 6 weekly blocks. After each group had completed their sessions, then another group would begin. As needs developed/changed then some students moved groups. Flexibility within this structure enabled a more personalised approach. For example, some of the high need students received some intervention from October until July.

In addition, strategies were shared with all teaching staff regarding how different needs should be supported in the classroom. For example: spelling strategies, Buzz Words to support receptive language difficulties.

Post-intervention assessments completed at end of Spring Term 1 (see individual catch-up records for 30 students)

Examples of progress:

  • 12/13 pupils improved their non-word reading, with 1 pupil remaining the same
  • 13/13 improved their spelling
  • Groups of students now confident to use ACE dictionary and Cued Spelling strategies


Almost all students increased the self-rating of their abilities showing an increase in confidence and an awareness of strategies that they can use.

Spring and Summer terms - new provision map drawn up to enable needs to be supported back in classrooms for majority of students.  ATS support used to transfer the taught strategies back to the classroom (English and Maths)

Interim assessments in April indicated an improvement in self ratings. Particularly positive indicators are: maths ratings increase of 2 to 7 and 3 to 8¼; spelling increase from 1 to 6-7 and reading increase from 6 to 105 (10). Spelling scores and maths ages showed an increase.

Pupil voice was gathered with the following examples:

  • Sessions give me time to learn it instead of learning it straight away. It helps to give me time to learn stuff as I don’t get it when I have to learn it straight away.” “I can read long words better.”
  • “The little spelling books are helpful to practise.”
  • “My tables have improved and I feel more confident.”


Additional students developed specific skills: a further number of students could now use the Cued Spelling strategy independently. These students had also been taught how to use the ACE dictionary and gained confidence in doing this 

As the year continued any students identified by staff as having a specific need have been assessed and incorporated into a support group as needed.

At the end of the Summer Term, 7 students completed their interventions (Literacy and/or maths).

The following quotes were gathered from pupil voice:

  • “I like doing the reading because I got to be a better reader.”
  • “I am a lot more confident with maths now.”
  • “I have learnt to do the things that I couldn’t do before.”
  • “Books with rats or dogs get me interested.” (Series of books used had a rat in them.)


Access Maths Test was repeated with some students. (Although some of the students were now above the ceiling of the test and Standard Scores could not be calculated, it could be used to give an indication of progress by calculating a maths age.) In 8 months, progress ranged from 12 months to 33 months (5 students).

Spelling scores showed an increase from October 2015 to July 2016 for the 6 highest need students. For example, 15/20 to 25/30, 20/40 to 37/50 (using DILP structured spelling assessment).

Non-word reading scores also increased for example 19/33 to 38/33, 3/6 to 12/12 and 7/18 to 26/33. This indicates an increase in accuracy and confidence shown by the score correct and the number of words attempted (out of a maximum of 33, DILP non-word assessment.)

Self ratings again showed progress. Examples: spelling increase from 1 to 4.5 during the year, Maths 1-2 to 6 during the summer term, Reading 6 to 9 during the year.

In addition, intervention sessions enabled liaison with key workers re specific strategies and areas of need. Additional needs could also be further unpicked in these sessions e.g. onward referral to IES for a student with communication needs. Comment from outreach IES staff that school had done well to identify this particular need and the impact it was having for this student.

Progress in English and Mathematics





Expected Progress

More than expected progress

Year 7




Year 8




Year 9








Expected Progress

More than expected progress

Year 7




Year 8




Year 9