Exceptional Education at the Heart of the Community

Year 7 Literacy and Numeracy Catch-up Premium

The Catch Up Premium, is used by schools to provide literacy and numeracy catch-up support for Year 7 students. It enables those students that did not achieve the required standard in reading and/or mathematics at Key Stage 2 to be given the opportunity to catch up as quickly as possible.

At Oasis Academy Wintringham we have a variety of strategies to enable students to catch up and these are designed to meet the individual needs of the identified students.  The Catch Up Premium is separate to the Pupil Premium, although there may be a significant overlap of students who are entitled to both forms of support.

Like the Pupil Premium the Catch-Up Premium is reported online by the school annually and contains information on the funding allocation, strategies used and impact of spending on the students.

Impact of Y7 Catch-Up Funding 2018-19

In 2018-19, Year 7 Catch up funding was match funded to that received the previous year and scaled according to the numbers on role.  The amount received was £25,410

These funds were used to partially contribute towards having smaller class sizes for the academically weakest students who failed to achieve the required standard in KS2, as well as partially funding teaching assistants in some classes.

The funding was also used in conjunction with PP funding to pay for the Accelerated Reading Scheme to bolster standards of literacy, as well as resources for the delivery of ‘Maths Mastery,’ to ensure under-developed numeracy skills were addressed.

In Year 7 there were 60 students (35%) who did not meet the required standard in English, and 61 students (35%) who did not meet the required standard in Maths.  We have data on the change in ‘Reading Age’ for the identified English students between Mid September 2018 and late April 2019, just over a 7 month period.  (The data was obtained from the STAR Reading Growth Report, extracted in May 2019.)

36 of the 60 students failing to reach the required English standard, made accelerated Reading Age Progress, having increased their reading age by more than 7 months, in some cases significantly so.  The biggest improvement was made by a student whose reading age improved by 3 years and 9 months.  The mean improvement in reading age of these students was 12 months, in the 7 month period, whilst the mean reading age of the group went up from 9 years 0 months, to 10 years 0 months.

English Progress Term 1-Term 4

During term 2 the English forecast grade average for the 60 students below the required standard on entry was a forecast GCSE grade of 3.4.  This relatively high attainment for a low starting point has been maintained in subsequent assessments with the term 4 average forecasts also coming in at 3.4.  As well as Spelling Age, the Accelerated Reader Scheme also served to improve Reading Comprehension, which coupled with the cumulative impact of quality first English teaching, has sustained these attainment forecasts.

Maths Progress Term 1 – Term 4

The forecast GCSE average grade for the 61 students below the required standard in Maths, after 1 term was 3.56 and this fell slightly to 3.37 by the end of term 4.  However, despite the small fall in forecast attainment, this group of students are performing on average at a quarter of a grade above the national average, for students with a similar starting point.  This shows the positive impact of the smaller group Maths teaching, as well as the enhanced understanding of numeracy through the ‘Mastery’ approach.

Catch- Up Premium Going Forward

As long as Catch Up Funding continues to be available we will use it to sustain smaller class sizes for our children who have failed to reach the required standard in English and/or Maths.

Any funding will continue to be used to raise standards of whole school literacy via the ‘Accelerated Reading’ scheme as well as contributing towards funding of the scheme, and paying for specialist delivery.

In Maths, funding will be spent to further develop the ‘Mastery’ approach to subject delivery, and the expected impact of this is to see greater understanding of mathematical processes, which will be evidenced through improved outcomes.