Year 7 Catch-up Premium Grant 2018-2019

The Year 7 Catch-up Premium Grant allocation for the current (and previous) academic year.

The Department for Education has previously allocated £500 per student for the number of Year 7 students who did not achieve at least a level 4 in Reading and/or Mathematics at Key Stage 2. In 2017-2018 funding was allocated in line with 2016-2017 funding plus a proportional allowance for increased cohort sizes.

In 2016-2017 the allocation of funds to Bede Academy for this purpose was £19,500 (39 students). 

In 2017-2018 the allocation of funds to Bede Academy for this purpose was £20,100.

In 2018-2019 the allocation of funds to Bede Academy for this purpose is expected to be around £20,100.

A detailed breakdown of the expenditure and impact of previous years’ Year 7 Catch-up Premium Grant can be found below.

Planned expenditure of the Year 7 Catch-up Premium Grant

Activities to secure accelerated progress of students below Level 4. Allocation
Individualised Learning.  Specialist literacy based additional subject to provide personalised and immersive literacy support £3000
Literacy.  SEN intervention group for students with low literacy levels. £2500
Accelerated Reader. Reading programme to encourage and support reaing for pleasure, used across Key Stage 3. £4000
Reading Tuition 1-2-1 reading support during DEAR time to accelerate progress in reading £1500
Reading Intervention.  SEN intervention groups for students with low reading age (lunchtime, before and afterschool). £1000
Reading and Comprehension Support. SEN intervention to develop student’s comprehension skills. £2500
NGRT Reading Test.  Using GL assessment profiling tools to support reading and comprehension intervention linked to literacy framework. £1500
Handwriting. SEN intervention groups for students with low writing levels (lunchtime, before and after school). £1000
Homework club.  Intervention group for students who require additional support to complete homework to required standard. £2000
 Big Maths Intervention. Established and challenging mathematics framework to support tailored intervention and accelerate progress  £2000
  £21,000

[Where allocation states £PP, this intervention is funded using the Pupil Premium funding].

Year 7 Catch-up Premium 2017-2018

Year 7 Catch Up        
ENGLISH        
  KS2 Autumn Spring Summer
Level 3 and below 36 19 25 19
Level 4c 35 16 15 15
Expected Standard + 128 164 156 160

 

Year 8 Catch Up      
         
  KS2 Autumn Spring Summer (Exam)
Level 3 and below 22 7 8 17
Level 4c 18 14 9 5
Expected Standard + 155 170 175 169

 

Activities to secure accelerated progress of students below Level 4b. Person Impact RAG
English Teacher Intervention. Targeted students in individual English classes, resulting in additional support from class teacher through targeted questions, checking for understanding and detailed feedback. ESM 37 students in year 7 have secured the expected standard in English. 12 students in year 8  
Spelling.  Differentiated spelling tests and a systematic approach to assessment and retesting is used to reinforce and embed spellings. . KPE Students continue spelling tests throughout Key Stage 3, with differentiated word banks used to personalise learning.  Retesting to use to reinforce learning and ensure progression.  In future years this requires an all through approach, as spelling progression is effective in primary years.  
SEN Handwriting. SEN intervention groups for students with low writing levels (after school). DLI In Year 7, 7 students took part in this intervention with 5 students successfully progressing through personalised targets. In Year 8 4 students engaged in this intervention.  
SEN Spelling SEN intervention groups for students with poor spelling (after school). DLI In Year 7 5 students were identified for this intervention with 1 students engaging fully.  3 students made progress through personalised curriculum.  
Reading Interventions. Throughout Year and in tests 6 & 7 in Year 8 students are using accelerated reader to identify appropriate texts and accelerate progress in reading. In Year 8 the additional 10/10 reading challenge further encourages reading.   All In Year 7, students have made reading age gains of 5 months, which equates to expected progress.  This is a greater rate of progress than previous years, but not yet catching up with peers.

In Year 8, 8.7 students have made gains of 9 months.  This is rapid progress.  In 8.6, students have not made the expected progress this year and will require further intervention into Year 9.

Fresh Start Phonics Intervention programme used with 4 students weekly.  Demonstrable progress from 3 of the 4 students.

 
Phonics Training.  All English secondary English teachers have received training in the use of phonics to develop early reading. ESM Raised awareness of strategies and interventions for development of reading, including review of baseline expectations for new Key Stage 2 curriculum, improving transition  
Phonics Intervention Lessons. The English team have run phonics lessons twice weekly with 7 set 7 throughout the whole of Term 1A ESM Significant increase in reading age in this class over first term (8 Years 2 months to 9 Years 0 months).  
Focused Small Group Intervention (Summer Term). Qualified teacher working with small groups of students focussed to maximise progress.

A 3-part intervention programme is used with 15 target students in each year group to develop comprhension skills .

ESM 17 students (2 currently below 4b) weekly intervention for students with 0/1 levels  progress.  

 

Year 7 Catch Up        
MATHS        
  KS2 Autumn Spring Summer
Level 3 and below 31 27 22 20
Level 4c 36 22 6 8
Expected Standard + 132 150 168 166

 

Year 8 Catch Up      
         
  KS2 Autumn Spring Summer (Exams)
Level 3 and below 32 1 2 10*
Level 4c 32 7 10 7
Expected Standard + 127 183 180 174

*Historically single level tests has measured students recall of recent curriculum at one level.  Changes in 2018 to assess students summative knowledge using standardised Key Stage 3 papers with results difficulties in recall and retention. 

 

Activities to secure accelerated progress of students below Level 4b. Person Impact RAG
Specialist Maths Teaching. One term of small group teaching to facilitate accelerated progress and maximise progress.  Use of BIG Maths Intervention and gaps analysis.  FMA 14 students in focus group working significantly below expected standard. 2 students now working at expected standard. Gains of 17 sub levels since Key Stage 2.  9 students have identified SEN.   
Mathematics Teacher Intervention. Targeted students in individual maths classes, resulting in additional support from class teacher through targeted questions, checking for understanding and detailed feedback. SHI 39 students in year 7 have secured the expected standard in mathematics. For students in sets 3, 4 & 5 this is solely a result of teacher intervention and quality first teaching strategies.  
Focused Small Group Intervention. Qualified teacher working with small groups of students focussed on maximising progress. Strategically identifies students focus on key gaps to secure level 4b. FMA In year 7, wave 1 (autumn) intervention enabled 3 students to catch up. Wave 2 (Spring) intervention enabled   5 students to catch up to level 4b.  
Homework club.  Intervention group for students who require additional support to complete homework to required standard. DLI In Year 7, 25 students attend homework club provision.  In Year 8, 5 students.  
SEN Maths Club  SEN intervention group for students with low numeracy levels. LDA In Year 7, 8 students successfully completed a bespoke scheme f work, leading to 7/8 securing level 4b+.  
Individualised Learning supporting Year 7 curriculum with additional lesson and individualised support to develop number skills. Use of BIG Maths Intervention and Living Worksheets online curriculum. SEL 21 students working significantly below standard at start of year.  4 have secured expected standard working beyond 4b, with 2 students working at 4c in Spring term.  Gain of 27 sub levels since Key Stage 2 which equates to expected progress compared to other students.  

Expenditure of previous years’ Year 7 Catch-up Premium Grant

 

Impact of Interventions 2015-16

There were 33 students in Year 7 who began below level 4 in either English or Mathematics. The table below shows the cumulative proportion of students achieving each sub level by end of Year 7.

Capture 3

The progress of the low attainers is above national for both English and mathematics.

91% of all the students who started below level 4 in English are making expected progress across year 7 from their respective starting points, with 18% making more than expected progress.

There are 12 students (30%) who continue to work below level 4 (80% of these students have made at least expected progress). 7 of these students have identified special educational needs [K1, K2, K3 & Statement] (88% of these students have made at least expected progress). The other 5 students each receive personalised literacy intervention, including Individualised Learning lessons which extends English provision for these students.

79% of all the students who started below level 4 in mathematics are making expected progress from their respective starting points, with 27% making more than expected progress.

There are 12 (36%) student who continue to work below level 4 (58% of these students have made at least expected progress). 8 of these students have identified special educational needs [K1, K2, K3 & Statement] (63% of these students have made at least expected progress). The other 4 students each receive personalised mathematics intervention, including additional lunchtime lessons twice per week.