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Catch Up Premium

The Catch-up Premium at FCHS

Year 7 Cohort 2019-20

What is Catch up Premium?

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 (Scaled Score of 100) in reading or maths at the end of key stage 2 (KS2). This funding aims to help these students to ‘catch up’ with their peers during their first year in the school.

Catch up Premium at FCHS

Prior to 2017-18, students were eligible for £500 catch-up premium if their KS2 SATs scores in English reading or Maths or both were below Level 4. From 2017-18, the funding was changed and it was allocated to schools on the basis that they receive the same overall amount of year 7 catch-up premium funding they received in the previous year, adjusted for the number of students in the cohort. This was regardless of the numbers of students who did not reach the expected standards. The overall amount received in the last four years was as follows:

2016-17: £6,500

2017-18: £6,610

2018-19: £6,500

2019-20: £6,573

How the funding was allocated in 2019-20

The strategies employed during the last academic year include:

- Small group teaching

- Maths mentoring

- Literacy intervention

- Teaching Assistant Support

- Paired Reading Scheme

- Junior Book Club

- Homework Club

- NTP Programme (Year 8)

 

What was the impact?

The effect the expenditure had, alongside other support, on the attainment of pupils at the school for whom it was allocated is as follows:

Catch-up students – English Reading

There were 25 students who came into Year 7 below a score of ‘100’ for English Reading. Of these, 3 students scored below ‘90’ and 22 of these students scored between 91 and 99. In subsequent data pick-ups, the English Reading data showed the following:

Group 1: Minimum Expected Performance Grade of Foundation – 3 students

All three student were given an end of Year 7 performance grade of ‘Foundation’; however, by Summer of Year 8, they had progressed to ‘Developing’ and this represents good progress.

Group 2: Minimum Expected Performance Grade of Developing – 22 students

Six students were given an end of Year 7 performance grade of ‘Developing’; however, by Summer of Year 8, they had progressed to ‘Meeting’ and this represents good progress.

Three students were given an end of Year 7 performance grade of ‘Foundation’; however, by Summer of Year 8, they had progressed to ‘Developing’. Their progress will continue to be closely monitored.

Twelve students were given an end of Year 7 performance grade of ‘Developing’; at Summer of Year 8, they had remained on ‘Developing’. Their progress will continue to be closely monitored.

One student was given an end of Year 7 performance grade of ‘Foundation’; and by Summer of Year 8, they remain on ‘Foundation’. This is as student who is receiving a great deal of support on an ongoing basis.

Catch-up students – Maths

There were 13 students who came into Year 7 below a score of ‘100’ for Maths. None of these scores was below ‘90’. In subsequent data pick-ups, the English Reading data showed the following:

At the end of Year 7, two students were ‘Meeting’ expectations which represented good progress; by Summer of Year 8, this had increased to three students who were ‘Meeting’ expectations. No further intervention is required at this stage but in-class support will continue. They will continue to be monitored in Year 8 to ensure that this performance is sustained.

At the end of Year 7, eight students were ‘Developing’ towards meeting expectations, and by Summer of Year 8, this had fallen to seven students who were ‘Developing’ towards meeting expectations. means that their performance has been sustained within their band on entry but they have not made enough progress to be ‘meeting’ expectations yet. All staff who teach these students are aware of the need to accelerate their progress and have implemented in-class interventions, the impact of which is being monitored on a half termly basis. Small group intervention will be offered as necessary.

At the end of Year 7, three students were given an end of Year 7 performance grade of ‘Foundation’. By Summer of Year 8, two students remained at ‘Foundation’ and one student had moved to ‘Developing’; however, one further student dropped from ‘Developing’ to ‘Foundation’. These students continue to receive support to improve their progress.

How was the impact was assessed?

Attainment was measured through teacher assessment performance grade; however, since there are only 4 performance grades, the change in their level within the performance grade was also assessed.

Monitoring takes place with respect to completion of homework, resilience, preparation for lessons, contribution to class discussion, work rate during lessons, behaviour for learning, confidence, retention of understanding of topics and the ability to make links between topics.

Our plans going forward

It is intended that alongside the interventions of last year, there will be a greater focus on:

  • 1-2-1 and small group tuition
  • Targeted in-class support
  • More targeted use of TAs to support ‘catch-up’ students in lessons
  • Paired reading with 6th form Literacy Leaders
  • Maths support with 6th form Maths prefects
  • PiXL Unlock
  • Extended use of Homework Club
  • Provision of summer work
  • Reading Action Plan

Other interventions will be implemented over the course of the year to meet the needs of the target groups.