Year 7 Literacy and Numeracy Catch-up Premium
The literacy and numeracy catch-up premium gives state-funded schools, including special schools and alternative provision settings, additional funding to support year 7 pupils who did not achieve the expected standard in reading or maths at the end of key stage 2.
Whilst exact funding for 2019-20 is yet to be confirmed, the allocation for 2018-19 was £15,961.
Students who may need extra support from the year 7 catch up premium are identified from their standard KS2 scores. We also use year 7 reading and spelling ages and a numeracy paper to decide the best way to use funding, selecting programmes and approaches that we know are effective.
Interventions for 2018-2019 included:
- Catch up sessions delivered during form time
- Extra numeracy/literacy lessons for targeted students
In literacy and numeracy, prior attainment was assessed and students were allocated targets accordingly. Students were assessed at the end of the programme and their progress against these targets was assessed with the following results:
|No||Achieved/Exceeded||Partially Achieved||Not Achieved/No Outcome|
|Year 7 Catch-up||Literacy Catch up||28||17||6||5|
|Year 7 Catch-up||Numeracy Catch up||29||22||7||2|
A similar strategy is in place for 2019-20; students will be identified for the catch-up programme from KS2 scores in reading and/or maths. Some students will receive support from our Learning Support Faculty using resources from English and maths teams. Others will receive direct support from the LSF team.
Funding will be used to facilitate three ten-week programmes for students in both English and maths with three periods of each subject being delivered each day. The impact of each programme will be evaluated at the end of each ten week block. Students will be assessed and removed from the programme as appropriate.
Update on the first ten week programme:
Reading: 17 students accessed the reading programme in wave 1 of the cycle (10 weeks). Of these, 17 students 13 (76%) improved from their baseline assessment and were deemed by colleagues to have ‘caught up’. One student (6%) did not improve their baseline score but had made sufficient in class to be removed from the programme. In total 82% were deemed to have made sufficient progress. Three students (18%) did not show notable progress and were referred to the LSF for more specific intervention, notably in phonics.
Maths: 14 students accessed the maths programme. Of these, 14 students 13 (93%) improved their baseline assessment but were not deemed to have ‘caught up’ with the expected standard yet. These students were re-enrolled for wave 2.