Year 7 Literacy and Numeracy Catch Up Premium 2015-16

We used the extra funding to provide some children with small group and personalised programmes of study to improve outcomes for as many pupils as possible. Tuition in English was carried out by the school's Key Stage 3 English Teachers and an HLTA. In Mathematics tuition was carried out by a specialist Maths teacher, and by two HLTAs. These extra tuition was carried out during the school day but pupils received the teaching at different times, on different days, so they did not miss other areas of the curriculum on a regular basis. These small groups received extra help with Reading, Writing, Spelling, Grammar, Punctuation and Mathematics. All planning for these sessions was carried out in partnership with the pupils' subject teachers and progress was recorded by the tutor and subject teachers.

Ever 7 budget 15-16

This is how these resources were spent in 2015/2016:

  • 16.5 hours Maths teaching/planning by an HLTA (Ever 7)
  • 16.5 hours English teaching/planning by an HLTA (Ever 7)

Budget: £16,000

From April 15 - August 15 HLTA Maths £5,462
  HLTA English £4,892
From September 15 - March 16 HLTA Maths £7,449
  HLTA English £6,672

Progress of Pupils who did not achieve level 4 in English in the 2015 SATS 

English 
 
12 pupils received extra tuition during the year and they made on average of 3.21 points progress. 
 
10 pupils made expected or above progress (83.3%) 
7 pupils made more than expected progress (58.3%)
3 pupils made expected progress (25%) 
2 pupils made below expected progress (16.7%) 
 
Maths
 
15 pupils received extra tuition during the year and they made on average of 3.7 points progress
15 pupils made expected or above progress (100%)
14 pupil made more than expected progress (93.3%)
1 pupil made expected progress (6.7%)

Intend on spend – Year 7

Literacy

After analysis of the results in the year 6 SATs, small intervention groups have been selected, pupils follow the “Fresh Start” scheme which is delivered by 2 HLTAs. This consists of a phonics intervention scheme which aims to get struggling readers and writers at their age related expectation by the end of year 7 or before. Pupils are first assessed in order to determine the level at which the teaching should be pitched. Pupils are withdrawn from 2 of their normal English lessons only. For the other 2 English sessions of the week, they remain with the rest of the class (with ETA support where necessary) in order not to miss on the benefits of a “whole class English lesson”, e.g. input from more able pupils which will contribute to their own progress.

This also allows for smaller groups to remain with the subject teacher who therefore can be given more one to one attention.

As French has been timetabled against English, the 2 remaining sessions with the HLTA take place during French from which the “intervention pupils” are withdrawn.

In year 7, “Intervention groups” pupils therefore get 6 English sessions per week, 2 with their own class and 4 with an HLTA following the Fresh Start scheme. 

Strategy for year 7 literacy Allocation of funding Action Rationale Measuring impact
Introduce Fresh Start Reading Intervention Programme   Identify pupils with low reading and reading comprehension ages Pupils who can read successfully will have greater access to the entire curriculum Reading and reading with comprehension ages to increase.
Continue the Accelerated Reader programme   Identify pupils with low reading and reading comprehension ages, and ascertain their zone of proximal development Pupils who can read successfully will have greater access to the entire curriculum Reading and reading with comprehension ages to increase


Numeracy

As far as Maths is concerned, pupils who did not achieve level 4 in their SATs tests in year 6 are also withdrawn and taught in small intervention groups. The focus tends to be the gaps pupils might have in their knowledge. The groups are taught by HLTAs who are in constant dialogue with the Maths teachers and together they determine what should be concentrated on at any given time. 

These groups are quite fluid and are reassessed every term. Pupils who are deemed ready to re-join the rest of the class can do so, whereas others who might be struggling can benefit from more attention in a smaller intervention group for as long as is necessary. 

Again, this means fewer pupils to remain with the subject teacher and who therefore benefit from more individual attention.

Strategy for year 7 numeracy Allocation of Funding Action Rationale Measuring Impact
Small group,intervention by HLTA   Identify pupils who,did not achieve level 4 in their SATs test in Maths Pupils have a more,solid grounding in all areas of Maths, gaps in their knowledge are filled,which allows them to access the rest of the Maths programme Pupils make average or above average progress in
Maths

They feel more
confident about their own ability