Catch-up Funding

Year 7 Catch Up Premium

The Government allocates additional funding for students who enter the school in Year 7 having achieved levels below National Curriculum Level 4 in Mathematics and Reading in the end of Key Stage 2 assessments. The purpose of the funding is to provide additional support for such students to enable them to make rapid progress in these areas. £500 is allocated per student whose levels are below level 4 in Mathematics and Reading.

 

How the academy allocate funds

Students entering the academy working below level 4 will receive intervention from qualified teachers during dedicated intervention hours.

Students who achieved the level 4 in their SATS but for whom whose levels are not secure receive form time interventions led by Higher Level Teaching Assistants or Learning Support Assistants.

 

Overview of Impact 2015-2016

NC = National Curriculum     RAP= Ripley Academy Progress Point

Strategy Time Annual Cost Students Impact Success %
RAP 1-6 Numeracy Withdrawal 1 hour per week

£1400

2 working below 7 RAP in maths Both students achieved 7 RAP, 1 achieved 10 RAP. 100
RAP 1-6 Literacy Withdrawal

1.5 hours per week group of 4

1 hour 1:1

£3000

£660

5 working below  7 RAP in English 4 achieved 7 RAP or above (1 student did not maintain this in the mock exam) 1 students level fell but remained +7 RAP 80
Toe by Toe 1 hour per week per student (x 5 individuals)

£3280

4 with poor phonological recognition Combined with Literacy withdrawal above. Observed improvement in reading not shown in tests. 75
Numeracy Catch Up 1 hour per week per student (x 2 groups by house) £2800 14 working below 10 RAP 6 achieved or exceeded their targets over 10 RAP, 3 made progress but remain below 10 RAP, 4 made no progress. 43
Literacy Catch-up 2 hours per week per student (x 2 groups by house) £5600

15 working below 10 RAP

+ 1 student who later fell below.

13 achieved 11 RAP or above across the year (not all in final mock) 3 who reached 9 RAP made progress within their readings scores 86
Buddy Reading 20 minutes per week (x 4 groups) £1794 15: 12 working above 10 RAP with reading below 10:05 and 3 lacking confidence. 10 made accelerated progress increasing standard scores all increased confidence. 13 gained at least 2 RAP 73
Total   £18,534      

 

 

Overview Year 7 Literacy Intervention

NC = National Curriculum     RAP= Ripley Academy Progress Point

RAP1-6 Literacy Withdrawal x 3 per fortnight

Five students achieving below National Curriculum (NC) level 3 (7 RAP) at Key Stage 2 (KS2) have accessed Phonics Based literacy delivered by the SENCO and a Learning Support Assistant.

Students worked on Independent Writer, a programme which uses alphabetical spelling lists to aid student’s independence; gradually embedding the highest frequency words and Totem, a phonics based reading programme alongside basic writing skills such as punctuation, taken from the Special range of books. Four students also accessed Toe-by-Toe.

RAP1-6 Numeracy Withdrawal x 2 per fortnight

Two students achieving below NC level 3 (7 RAP) at KS2 worked with the Numeracy Intervention Teacher on Power of 2 workbooks and Springboard Materials.

RAP 7-10 Literacy Withdrawal x 4 per fortnight

Sixteen students working at level 3 (7-9 RAP) at KS2 were offered withdrawal from different lessons to enable access to general literacy intervention. This was delivered by Teachers and a Higher Level Teaching Assistant. All students receiving literacy withdrawal undertook AOF SMART units for reading and writing to move them from level 3 to 4 (10+ RAP).

RAP 7-10 Numeracy Withdrawal x 2 per fortnight

Fourteen students working at level 3 (7-9 RAP) at KS2 were offered withdrawal from different lessons to enable access to general numeracy intervention. This was delivered by the Numeracy Intervention Teacher. All students receiving numeracy withdrawal followed Springboard units to move them from level 3 to 4 (from 7-9 RAP to 10-12 RAP).

Toe by Toe Phonics 3 x 10 minutes per week

All the students withdrawn for literacy were also tested for phonological awareness, those with gaps in their letters and sounds follow the Toe-by-Toe programme during form and some lessons totaling 1 hour per week 1:1 with a Learning Support Assistant.

Buddy Reading / Maths – form time

Students entering the school above NC4 but with reading ages below 10:05, or students with low confidence in the application of reading or mathematical skills work with a Key Stage 4 or 5 buddy on a weekly basis overseen by a Higher Level Teaching Assistant and Teacher.

Cohort Data on Entry

NC = National Curriculum     RAP= Ripley Academy Progress Point

In initial data collections 16 students entered the academy working below age related expectations of NC4 (10 RAP) in mathematics, including 2 working significantly below NC3 (7 RAP); 20 students entered the academy working below age related expectations of NC4 (10 RAP), including 5 working below NC3 (7 RAP).

All students were immediately provided with intervention, one student who achieved the average score at Key Stage 2 quickly fell below and was provided with intervention after one term. While students reported to be on target at data point 1 returned to normal lessons.

Tracking

A combination of the Access Reading Test (interactive) and New Group Reading Tests were issued at the beginning of the interventions for literacy and alternately at the end of each term alongside progress in English.

A ‘number-age test’ was used in numeracy, alongside assessment of progress in mathematics lessons.

Outcomes

Of those working below age related expectations on admission:

Literacy Interventions

  • 80% of students working below NC3 (7 RAP) achieved 7 RAP by the end of the year.
  • 75% of students working between 7-10 RAP on entry achieved 11 RAP.
  • Through Buddy reading 53% of readers made expected or better progress in English. 20% of students managed to improve their reading ages, but did not see a significant impact upon their English progress overall.

Numeracy Interventions

  • 100% of students working below NC3 or 7 RAP achieved 7 RAP by the end of the year.
  • 28% of students working between 7-10 RAP on entry achieved 11 RAP.
  • Number age tests showed that 75% of students involved in the numeracy interventions made significant progress.

Actions

  • More focus upon pre-learning and over-learning of themes in mathematics and English to ensure that progress in reading and numeracy is reflected in students’ RAP.