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Year 7 Catch Up Premium

All Secondary Schools receive a grant from the DfE to help students who did not reach the expected standard in Literacy and Numeracy in Key Stage 2 ‘Catch up’ in Year 7 and 8. At Whitby High School we target pupils with a range of proven strategies in Maths and English with the aim of accelerating progress in the areas the students require extra support with.

The funding received by the school in 2017/18 was £26,149. There was a marginal increase in 2018/19 to £27,725. The same amount was provided for 2019/20

Allocation of Funds

The £27,725 has funded:

·         additional English and Maths lessons and staffing to ensure that our Year 7 and Year 8 students who require catch up benefit from bespoke additional intervention with literacy and numeracy in small teaching groups, ensuring a significant impact on their progress.

 

·         IT packages and licenses to support literacy and numeracy.

 

2019/20 – ACTION AND IMPACT

Lexia

In Year 7, 53 students across 3 groups began Lexia Core 5 in September 2019 with a KS2 scaled reading score of 96 or below.

On average, they were equivalent to Year 3 Readers. By Lockdown on 20th March 2020:

  • 18 students (34%) had completed the programme.
  • 8 students (18%) were on the final level when lockdown interrupted the programme.
  • In a normal academic year, at least 49% would have completed Lexia Core 5 by the end of the academic year.

Fresh Start

This package by Ink Incorporated is being used with 10 students Year 7 once a week as a replacement for PIXL Code. Reports from preliminary tests are very positive because it engages students and really targets reading, writing and spelling with a small number of students who have the weakest literacy skills.

Power up

  •  In Year 8, 35 students across 3 groups worked on Power Up. It is the first time we have used this software.

With Word Study, the following had been achieved by March 2020:

  • Foundation level 8 (23%)
  •  Intermediate level 26 (74%)
  • Advanced level 1 (3%)

With Grammar, the following had been achieved by March 2020:

  • Foundation level 17 (49%)
  • Intermediate level 18 (51%)
  • Advanced level 0 (6%)

With Comprehension, the following had been achieved by March 2020:

  •  Foundation level 11 (31%)
  • Intermediate level 22 (63%)
  •   Advanced level 2 (6%)

Pupils In Year 8 who have completed the Lexia programme are referred to paired reading schemes with K Roberts to aid transition.

Maths Whizz

60 pupils from years 7 and 8 had an additional lesson once a week to complete a bespoke intervention programme on a piece of software called Maths Whizz. This was aimed at pupils who scored a KS2 scaled score of less than 103. After completing an initial assessment, the software gives each pupil a Maths and designs a personalised intervention pathway for pupils, showing them animations of their identified weak topics, re testing them regularly and adjusting the topics when appropriate.

An improvement in Maths age was seen by all pupils who took part in the programme. A consultation with a representative of Maths Whizz informs us that progress seems slow to begin with as pupils have lots of topics that they need to work on so re-tests are less frequent (hence less progressions made), however the rate of progressions increases the longer they use the software.

2020/21 - STRATEGY

The government had withdrawn Year 7 Catch Up Funding but had provided an alternative income stream through the Covid 19 Support Fund.

At the time of writing, The Whitby High School introduced strict bubbles in September 2020, complying with government guidance whilst ensuring that all staff and students are as safe as possible. We have not been able to withdraw groups of students to pursue these interventions because it would have meant them crossing bubbles. Should students get Covid 19, this would have meant a much larger number of students having to be sent home, rather than students in a specific class.

What we have done is create a specific Y7 Learning Support Bubble to allow our most vulnerable student to engage with and access the curriculum. Once we come out of our bubble structure, we intend to resume the intervention and support that has had such a positive impact in previous years.

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