CATCH UP DATA YEAR 7

COS Evaluation of Year 7 maths catch up - End of Spring 2018

  • 24 children targeted by looking at end of KS2 data
  • Initially 14 children with less than 90 on KS 2 scaled score were targeted
  • More teaching assistants were identified and trained so that an additional 10 children could also receive intervention.
  • The children have two sessions during each 2 week timetable
  • Initial training was given to all teaching assistants using a catch-up scheme of work (as recommended by EEF when intervention is being delivered by teaching assistants) to give a pre-test, ideas for focused lessons and then also post-teaching tests
  • 11/24 children are FSM. They were prioritised
  • 5/24 SEN code E (EHCP)
  • 12/24 SEN code K (Known)
  • Pupil voice has suggested that:
    • children who were asked feel they have benefitted from having a close relationship with their catch-up tutor (2 children to each adult) i.e. able to ask at each step if they don’t understand
    • they have felt more ‘in charge’ of their learning
    • they feel more confident in their maths lessons
  • Average score on the baseline test was 14/40 = 35%
  • Average score on the post test was 21/40 = 53%
  • Some notable achievements include:
    • A child who scored 10 on pre-test and 25 on post- test
    • A child who scored 11 on pre-test and 28 on post-test
    • One of the children doing catch up maths is the most improved student in year 7 in our KS 3 times tables championships, another child is 4th most improved and one other is 10th most improved. Well done!

Catch Up allocation 2016-17

The DfE has confirmed that schools will receive the same total amount of Year 7 catch-up premium funding as they received in 2015/16, adjusted to reflect the percentage change in the size of the Year 7 cohort, based on the October 2016 census. Planned strategies to provide accelerated learning programmes and opportunities for these pupils are as follows:

Review of Catch-Up Spending 2016

The literacy and numeracy catch-up premium gives schools additional funding to support year 7 pupils who did not achieve at least level 4 in reading or maths at the end of key stage 2 (KS2).

All state-funded schools with year 7 pupils receive this funding.

Allocations for the financial year 2015 to 2016 £37500. (2014 to 2015 - £29000.)

Schools receive £500 for each pupil in year 7 who did not achieve at least level 4 in reading or maths at the end of KS2.

The DfE use the following data to determine funding for the financial year 2015 to 2016:

At Woodchurch High School we use a variety of methods supported by this funding to accelerate the progress of students who are eligible for the grant.  These include specific measures within lessons and also interventions and enrichment activities that occur outside of lessons as stated below with the supporting information reflecting the difference this has made to these pupils.

Pupil Edible for Catch up Funding

September 2016 Year 7 Students Below the expected Level in English and Maths in Year 7:

  No. & %  below Expected start of Y7
English 117/42%
Maths 138/50%
English & Maths 127/46%

Catch Up Strategies 2016-17

  • Catch –Up Numeracy
  • Catch –Up  Literacy
  • Reader in Residence
  • KS2/3 Teacher Employed in Maths
  • Nurture Group  English/Humanities
  • Saturday/Holiday Schools
  • Improved Feedback
  • TA Mentoring
  • Success Maker in Maths

Some Strategies - in more detail

Intervention Impact for Summer 2017 Exciting Times Ahead

Catch Up Literacy

The pupils involved in this initiative remained throughout the year. Students focused on phonics and reading exercises as well building confidence through one to one sessions. Students built a good rapport with their reading leaders and continued to focus on misconceptions and reading strategies to build confidence. Pupils focused on the understanding of new words, spellings and texts.

11 Students took part and continued for the year.

80% of students who took part in the programme improved their reading age.
80% of students improved their reading age by 1 year or more.

40% of students improved their reading age by 2 years.

  • Support staff will be trained in the Pixl Code to give a range of approaches towards phonic training.
  • Certificates and reward system to celebrate progress and perseverance of students with reading.
  • Reader in Residence

    The pupils targeted within this reading intervention have shown resilience and perseverance in reading comprehension and reading strategies. Pupils have developed a love of reading and learning together in mini groups to support accessibility of reading material within lessons. The attendance from pupils was positive and the feedback from pupils showed that they had enjoyed reading different texts, especially when the texts were comical.

    36 students took part for 6 sessions.

    58% of the students involved in the intervention improved their reading age by 1 year or more.

    Out of the students who have improved, 72 % have increased their reading age by 2 or more years.

  • High attaining year 8/9 students will be trained to deliver the programme to our year 7 students (Peer Reading) as well as the external leaders.
  • Reader and Residence will train selected pupils to promote reading further.
  • SPARKS- The pupils involved in this project have developed a love of reading and engagement through two 20 minute form time sessions throughout the academic year. Pupils have also had the opportunity to take part in extracurricular activities to promote reading and have also participated in a number of reward evenings, bringing parents and pupils together to celebrate achievement.

     

    15 students took part and continued for the year.

    85 % of the students involved had improved their reading age by the end of the year.

    71% of students improved their reading age by 1 year or more.

    43 % of the students improved by 2 years or more.

    29% of the students improved their reading age by 3 years.

  • Author visit and trip opportunity to support and develop knowledge about the texts that are used within the sessions.
  • SPARKS tea party celebration with parents and teaching staff to celebrate.
  • Success Maker

    All students who came in below the expected level in Maths used Successmaker in lessons and in intervention groups to boost their basic mental maths skills. This was completed weekly and the programme would home in on students weaknesses and produce themed questions and tutorials based on these.

    138 pupils used this and out of these pupils 93% were working at the expected level for their banding at the end of year 7. Successmaker is no longer being used by the Maths Faculty  and we have invested in the ARC project which will run across KEY Stage and standardise teaching and Maths working across the dept.

    Catch Up Numeracy

    22 students were identified for Catch Up numeracy and sessions wee held twice weekly lasting 15 minutes each. These would focus on areas of weakness that arose following a diagnostic test performed by trained Catch –UP staff, These took place during form time and were well attended.

    All students who participated in the Numeracy Catch Up programme are now working at the expected level for their ability band. We are currently looking to recruit more Catch Up staff as these staff are no longer able to deliver the programme.

    Easter School

    25 Y7 Pupil Premium Students who were below the expected level for Maths and English attended a Holiday School with the focus of improving these skills, and also having fun.

    The pupils studied, Problem Solving, Creativity, Survival and Investigation.

     

    23 of these students are now working at the expected level for their ability band.

     

    WHS plan to hold the Easter School again this academic year and judging by the excellent turn out to the Summer School this should be Very Well attended.

    62 pupils out of 294 pupils have been targeted within these interventions, which is 21% of the year group. 75% of pupils involved in these interventions made significant progress and this, therefore, has had an impact on accessibility within lessons, supporting our less able readers.