This year, the Catch-Up Premium funding has ceased but will be replaced with national funding and intervention such as the National Tutoring Programme.
The Department for Education (DfE) provides additional funding for all students in Year 7 who achieved below their age related expectations at the end of KS2. This additional funding is used by schools/academies to provide literacy and numeracy catch-up support for Year 7 students. Its purpose is to help students catch up as quickly as possible.
- All state-funded schools with year 7 students receive this funding.
- For 2019-2020 Wingfield Academy’s allocation was £16,112
The literacy and numeracy catch-up premium provides schools with an additional money for each year 7 student who did not achieve standard in reading and/or maths at the end of key stage 2. This short report summarises how we intend to spend this year’s funding.
Support the attainment of these students
- Aid their progression into secondary school
- To raise attainment in reading age.
- To raise attainment in reading and writing.
- To raise attainment in Maths
In light of our analysis of the data in previous years, we allocated this funding towards our specific intervention strategy to raise standards in reading and number.
Specifically, this has involved targeting individual literacy and numeracy needs through specialist led provisions provided in either 1:1 or small groups to support the development of a range of skills to achieve the aims above.
The central focus for Y7s in Inclusion is the work carried out through our nurture provision. It is our aim that through smaller, more personalised learning that all students will be equipped with the basic skills and understanding to successfully achieve their potential which is why the majority of lessons focus on the overlearning of the basic skills e.g. multiplication and subtraction in maths or comprehension, sentence structures and language analysis in English.
|Creation of small specific nurture groups in Y7 maths and English led by trained, specialised staff to develop competence and confidence in core skills.
|Continued development of our Key Worker and Identified Adult initiative, meaning that all students on our Grids for Learning have an adult within school that they can speak to regarding issues around progress and well-being.
|Renewed investment in the computer based dyslexia programme (IDL) which differentiates according to the student’s specific needs. It also tracks their progress and is accessible from any computer.
|Appointment of Literacy coordinator to coordinate initiatives such as the Reading Partners Programme (involving senior students), the Reciprocal Reading sessions and Tutor time reading.
|Appointment of subject specific learning mentors to develop strategies for engaging underachieving Y7 in maths delivering the Year 7 transition Hegarty resources and Firstclass@number package.