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Year 7 Catch Up Premium Report 2015 - 2016

The DfE has made additional funds available for improving the attainment of our disadvantaged pupils. This grant is known as the Year 7 Catch-Up Premium. The funds are primarily aimed at improving maths and English levels at key stage 2 (KS2). An allocation is made for every pupil who has not achieved the ‘expected standard’ in reading or maths at KS2 as per the October school census.


This short report summarises how the previous year’s funding was spent and how we intend to spend this year’s funding. Most importantly, it provides information on the outcomes of the spending and the improvements made amongst our pupils.




Spending of the Year 7 Catch-Up Premium 2015-16


Objective - To support the attainment of pupils who did not achieve national standard of level 4 at the end of KS2 and aid their progression through the secondary curriculum.


Summary of Spending


Securing Literacy

We have bespoke provision in place through the Step Up programme which caters for students who enter Year 7 below National Expectation in English (reading, grammar and writing).  In addition, many of the students in the cohort have broader needs in terms of SEND and are often more vulnerable than their peers.  The programme forms one of four bespoke strands and offers in both Year 7 and Year 8.  In Key Stage 4, the programme evolves into a bespoke study support option that runs alongside the Level 2 options process. The Step Up programme – now in its fifth year – is designed to support students in rapidly ‘closing the gap’ on issues related to their literacy skills.  As part of the curriculum offer, students follow – for two thirds of their timetable – an integrated, thematic curriculum (different to that of their peers).  To further the accelerated progress of this cohort and ensure high standards of academic rigour, the bespoke Step Up curriculum is currently being enhanced by building the development of literacy skills - as well as content relating to geography, history and the arts - around a text-based curriculum relevant to provision across the Maltby Learning Trust. In addition, students who access the Step Up programme still receive specialist provision from Mathematics, Science, ICT and PE.

For those students who were fragile level 4 readers, students benefited from a smaller class size in 7y3 and progress is monitored by the English team.

Securing Numeracy

Regular targeted ‘Age Related Expectation’ booster sessions were established and launched at Maltby Academy led by MA teachers to prepare Y6 students from our feeder primary schools for the increase in rigour prior to SATs assessments to reduce the requirement for additional catch-up support in Y7. A parent engagement evening was put in place in the first half-term to show parents of Y7 how they can support their child with Maths at home. For Y7 students who had not met the national standard (below Level 4 in Maths), support was put in place through allocation of additional teachers, a HTLA and TAs within curriculum time. Of the 4 hours of Maths curriculum time, 3 hours were double staffed with experienced and effective Maths teachers with the addition of a HTLA and two TAs. 1 hour was delivered by an experienced effective Maths teacher and supported by a HTLA and two TAs. A bespoke ‘Springboard’ curriculum was designed and accessed by all 28 students to support their foundation knowledge, skills and understanding of Maths. Physical resources were also purchased and utilised to support functionality within Maths which included scales, clocks and plastic money. Students also had priority access to the ‘Times Table Rock Stars’ software through use of laptops within curriculum time. The support centre also accessed this software to use with these students to further reinforce what was being taught in lessons. MyMaths homework was personalised based on student needs and ability.

In Key Stage 4, students with lower achievement in English and Maths follow a study support option that runs alongside the Level 2 options process. This means that the students study fewer subjects but have dedicated time and support to secure greater progress across the subjects that they are following. Students are supported with homework, assessments, essay writing, closing the gap activities following teacher feedback and revision in preparation for internal and external assessments.


How will we improve the attainment of those remaining below the expected standard?


Those who have not yet achieved the expected standard in English will be provided with extra support to ensure that they close the gap on their peers. From September 2016, 19 students continued to access the highly effective Step Up provision, inclusive of the 11 who remained below the expected standard, to further secure their progress in line with their peers. The programme includes: 6 hours of integrated, thematic based curriculum, 4 hours of English and 1 hour of reciprocal reading. At the end of half-term 2, 4 students graduated into mainstream classes and 15 remained within Step Up and will be supported in their learning to close the gap on their peers by the end of Y8. All classes are taught by a specialist teacher and supported by a professional assistant.



How will we improve the attainment of those remaining below the expected standard?


Those who have not yet achieved the expected standard will be provided extra support to ensure that they close the gap on their peers. 16 students with the largest gap to close are taught as a discrete class with teaching assistant support and are continuing to follow the Springboard curriculum introduced in Y7. The other 4 students who have nearly closed the gap are taught within a smaller class of 21 and are supported in their learning with a greater ratio of adult support. This class is focused on a first year foundation course to prepare students for the increase in challenge at GCSE. Students are assessed regularly by their teachers and information is shared centrally as well as being tracked and monitored by the subject leader. Following assessment analysis, student progress is reviewed and provision evaluated by leaders in the school.


Use of the Year 7 Catch Up Premium 2016 - 2017



Planned Use of the Year 7 Catch-Up Premium 2016-17


Due to the reform in assessment at the end of KS2 and the increased level of challenge to achieve the national standard in both Maths and English we have seen an increase in the numbers of students not yet at standard. Many students are just below this threshold and will soon close the gap through personalised provision at MA.


For those significantly below the national standard in English we will continue to provide highly effective teaching through the Step Up programme. Within Maths the senior leader with new responsibility for progress KS2-3 will work closely with the subject leader of Maths to ensure that provision is well targeted and effective to allow more students to close the gap on their peers more rapidly. The subject leader for Maths is representing the South Yorkshire Maths Hub at the ‘secondary mathematics teaching for mastery specialist programme’ (national conference). She will disseminate across the authority and provision relating to teaching, learning and assessment will be enhanced to support and build stronger foundations in learning of Maths particularly for those not yet at National Standard.