The Year 7 literacy and numeracy catch-up premium grant for the current academic year (2016 – 2017) was received in the sum of £15,500. Funding is provided for Year 7 students that did not achieve at least Level 4 in reading and/or mathematics at Key Stage 2 and for this year this represented 31 students who each warranted a £500 payment.
Utilisation of the grant has been planned across a combination of areas as follows:
|Leadership costs – strategic planning time|
|Salary costs for experienced teacher to deliver literacy and numeracy to targeted students|
|SEN Coordinator costs to deliver literacy to SEN students|
|Salary costs for Learning Support Assistants to ‘deliver’ the catch up work|
2016 – 2017
Fifteen students entered Thorpe St Andrew School and Sixth Form with a SATS scaled score between 80 and 90 in mathematics. Six of these students fell under the SEND arrangements within the school. Student support in mathematics lessons has been targeted via small group provision, with the Numeracy and Literacy Catch Up Coordinator supporting both students and the teacher in mathematics lessons. Students worked through problems, overcoming misconceptions and calculation difficulties through a range of led activities which included timetables, addition, subtraction, multiplication, division, negative numbers, data handling, statistics and graphs.
The impact of the sessions can largely be measured by the individual progress made by the students. This has been evident in the improvement in their mathematical skills and confidence in mathematics along with formative assessments.
End of year summative assessments will allow the mathematics department to plan their interventions for 2017- 2018 and track students throughout Key Stage 3.
Twenty two students entered Thorpe St Andrew School and Sixth Form with a SATS scaled score between 80 and 90 in English. Four of these students fell under the SEND arrangements. Strategies to help improve literacy included the Toe by Toe Reading Programme, Sound Discovery, Spelling Mastery and Catch Up Reading Programme.
Of those students who did not receive Literacy catch-up via the SEND department, the Numeracy and Literacy Catch Up Coordinator (an experienced teacher from the English department) plans and delivers small group sessions one hour per week. The sessions reflect the skills required to make measurable progress in Key Stage 3 English, and cover the use of a variety of sentence structures, extended writing, adding detail and language features to create vivid imagery, reading for meaning, inference, making deductions, using quotations and identifying nonfiction text types. Support with weekly spelling lists and tests is also given. All students involved have identified their strengths and weaknesses in punctuation and have worked on ways to make progress.
The impact of the sessions is evident in the improvement in their literacy skills and assessments at the end of each unit of work. Confidence in punctuation and spelling is also growing.
Nine students who were previously identified as needing extra 1:1 reading supported attended paired reading once a week. The programme was overseen by the Literacy and Numeracy Catch Up Coordinator, and delivered by Year 12 student Literacy Mentors. The aim of the sessions is to not only improve the sight reading of students involved but also to encourage them to develop greater independence as readers. Literacy Mentors have formed relationships with their tutee, record progress and use effective ways of approaching new words and texts.
The impact of the sessions can largely be measured by the confidence in reading shown by the students involved. Students improved in their fluency of reading, decoding of words and comprehension skills such as inference and deduction.
End of year summative assessments will allow the English department to plan their interventions for 2017-2018. Students identified as SEND will continue to benefit from the tailored packages delivered by the SEN department. Non SEND students will continue to take part in the 1:1 reading strategy sessions and all students’ progress will be tracked by the Key Stage 3 English Curriculum Leader.
2015 – 2016
27 students entered Thorpe St Andrew School and Sixth form with a SATS score lower than Level 4 in Mathematics.
The Curriculum Leader – Key Stage 3 Mathematics was tasked with overseeing the project with the main priority being raising students’ engagement in mathematics via targeted small group and 1:1 provision. Students worked through problems, overcoming misconceptions and calculation difficulties through a range of led activities.
18 out of the 27 insecure Level 4 and below students who took part in catch up made an improvement on their Key Stage 2 result by the end of Year 7.
50% of students worked with who had not achieved a Level 4, had done so in internal testing at the end of Year 7.
Next Steps – Further Focus On Key Areas of Weakness
With the availability of question level analysis for Key Stage 2 results we plan that the 2015-2016 cohort of Year 7 students who did not achieve a Level 4 in Key Stage 2 SATS will receive focussed intervention on their areas of weakness throughout year. Analysis of the end of Year 7 internal tests will help measure the impact of the revised plan.
26 students did not achieve Level 4 in English. Many of these students fall under the SEND arrangements and intervention within the school. Strategies to help improve literacy included the Toe by Toe Reading Programme, Sound Discovery, Spelling Mastery and Catch Up Reading Programme.
Of those students who did not receive Literacy catch-up via the SEND department, the Literacy Coordinator was tasked with overseeing the project. Students took part in 1:1 reading strategy sessions (with staff trained by the Literacy Coordinator).
Of the students taking part in reading intervention, all students improved their scores in standardised read tests. Average improvement was 15 points, with the highest gain being 29 points.
Students identified as SEND continue to benefit from the tailored packages delivered by the SEN department. Non SEND students will continue to take part in the 1:1 reading strategy sessions.