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

Resources:

££ 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.

Summary of Y7 catch-up 2016-2017 

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.

Identified needs were shared with the staff re bulletin in order to support students with particularly below average memory or vocabulary skills.

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

  • Spelling groups - 2 x 20 minutes a week (groups of 6-8), in 6 week blocks
  • Inference Intervention groups – 1 x 45 minute session a week for 6 weeks (groups of 5-6)
  • Literacy groups - 2 x 15 minutes a week (individual or pair)
  • High need group –  2 x 45 minutes a week (individual) literacy and/or maths

Following each student’s completion of an intervention, an individual report was written and shared with the SENCo and key workers. Each report included a next steps section which included either strategies to be continued in class (communicated through bulletin) and/or participation in a different intervention group to address another area of need. Interim measures of students’ self-ratings also informed next steps of support.

In addition there was also targeted follow up support for students in English and Maths lessons. The purpose of this was to encourage the transfer of skills from the one-to-one situation into class lessons e.g. in supporting with Numicon, vocabulary mats and ACE dictionaries.

A total of 45 students participated in at least one intervention with 15 of these participating in more than one different group. Flexibility between the groups enabled targeted support of each individual student’s priority area(s).

The Provision Map was updated each half term to reflect the additional support which was offered.

Post-intervention assessments show the following examples of progress:

  • 7/7 students improved their non-word reading. Example: an increase from 6/6 to 25/33 showing both improved accuracy and increased confidence as all the non-words were attempted on the post-intervention assessment (33 non-words, DILP assessment).
  • 4/4 students improved their spelling as assessed by the Nessy spelling test. One student reduce by 1 word (TJo)
  • Access Maths Test was repeated with 10 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.) Over 3-4 months the 10 students made an average gain of 9.9 months in their Maths Age as calculated by this assessment. Specifically, over 3 months, 4 students made the following months progress: 6, 7, 7, 9. In 4 months, 6 students made the following months progress: 7, 8, 9, 10, 12, 24.  These ten students along with two additional students showed that by the end of the year they were making either expected (8 students) or above expected (4 students) progress in maths.

 

Self-ratings were collected pre and post-intervention on a 0 to 10 visual scale. Average changes were as follows: Reading +1.5; Spelling + 2.5; Maths +2. Examples of notable increase in self-ratings include: Reading from 2-3 in October to 7 in March and then 8 in June; Spelling from 1 to 9 during the Spring Term; Maths 2-3 to 6-7 during the Spring Term.

Pupil voice was gathered with the following examples:

“I was always petrified of fractions but now I’m not.”

“I am more independent and proofread in lessons.”

“Spelling club has helped me be more confident and to try spelling techniques.”

“Things I wanted to practise we have practised and it’s not as hard anymore.”

“I’m a lot more confident in reading. I’ve remembered to link the sentences together.”

“Counters help so that if I need help I can use them. It’s challenging not to use them all.” (Transferring a student’s self-help strategies into the classroom.)

“I have enjoyed the Buzz Words and the Magic Belt books.”

“I’m really proud of myself because I’ve learnt how to do lots of things like fractions which I couldn’t do before.”

“I love the ACE dictionary. I want one of my own.”

“I am more confident with fractions and have improved my times tables.”

“I can spell tricky words now in some lessons.”

 “It has helped how magically my times tables have improved.”

 “Highlighted lines help by stopping my writing from varying.”

The introduction of the Widgit software InPrint 3 has facilitated the production of vocabulary mats to support concepts and understanding of subject specific vocabulary.

This has been particularly used in the Science department and resources for the next Y7 cohort are being developed, ready to be in place for September.

At the end of the year a summary of students involved in support sessions along with next steps for each student was compiled and shared with the SENCo. This information will be available to all staff via the updated staff handbook.

Progress in English and Mathematics

 

ENGLISH

Cohort

Number

Expected Progress

More than expected progress

Year 7

13

77%

31%

Year 8

17

70%

20%

Year 9

15

87%

13%

 

MATHS

Cohort

Number

Expected Progress

More than expected progress

Year 7

15

87%

13%

Year 8

20

85%

10%

Year 9

16

80%

13%


Planned use of Year 7 catch up funding 2017-18

Summary of Intervention Sessions

Spelling Group (GPE)

2 x 15 minutes a week for 6 weeks in a group of approximately 6 students.

Students are identified on the basis of their raw spelling score.

Content includes:

  • Specific teaching of 2 key strategies to support spelling needs – Cued Spelling and ACE dictionary.
  • Proof reading strategies
  • Identifying the tricky parts of words being learnt
  • Work with a partner to use Cued Spelling
  • Leading a group spelling session as a means of demonstrating learnt techniques

At the end of the block of intervention reports are written to share with key workers and SENCo. Some students may then move to a different intervention group.

Teaching staff are informed via bulletin of the students involved.

Literacy group (CKE)

2 x 30 minutes twice a week for 6 weeks either individual or pair.

Students are identified from a combination of: KS2 test data, Access Reading Test completed in summer term of Y6, information from SST individual assessment during half term 1. Individual/pair summary sheets are provided for CKE which detail results of assessments and a teaching plan with strategies.

The teaching plan as selected to reflect priority areas of need e.g. comprehension, vocabulary, decoding and may include the following:

  • Buzz words to support the development of specific subject vocabulary. Link to subjects such as Geography, History and Science. Use of vocabulary mats.
  • Inference Intervention to support comprehension and vocabulary skills. How to get meaning from texts.
  • Basic reading skills – using a selection of decodable texts e.g. Totem
  • Reading fluency
  • Use of overlays
  • Memory strategies
  • Voice activated software - Dragon
  • Paired Writing

At the end of the block of intervention reports are written to share with key workers and SENCo. Some students may then move to a different intervention group.

Key strategies which have been taught e.g. Paired Writing will be shared with subject teachers.

High need literacy and/or maths (SST)

2 x 30 minutes a week individual sessions for half a term initially.

Students are initially identified from their KS2 test data. This is followed up by an individual assessment of literacy and or maths skills both of which include an assessment of receptive vocabulary and memory.

Individual teaching plans are written to reflect each student’s individual profile of strengths and areas of need. The teaching sessions will include a combination of some of the following:

  • Development of reading skills: word accuracy, fluency and comprehension (including inference)
  • Development of vocabulary – linking to key subjects and texts. Vocabulary mats.
  • Handwriting including trial of different pens and papers
  • Spelling skills including Cued Spelling and ACE dictionary
  • Maths skills – the number system, calculations, fractions. The use of appropriate resources e.g. Calculation Mats and Numicon to support learning.

Throughout all the support sessions is the building of confidence in using the taught strategies. A positive, can-do approach runs through all the sessions.

At the end of the block of intervention reports are written to share with key workers and SENCo. Some students may then move to a different intervention group. Some students may continue their one to one sessions which may include a focus on a different area.

Last year a new layer of the support included some ATS time to enable taught strategies e.g. in maths to be transferred back into the classroom once the interventions had finished. Hopefully staffing levels will allow this to continue.

Teaching staff are informed via bulletin of the strategies and resources being used.

Information is collated for the SENCo which is then added to the individual student information in the staff handbook.

Students are identified on the SIMS mark sheet and MINT class in order to provide a reminder to teaching staff of those students who have received/are receiving Y7 catch-up support.