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Year 7 Impact Fund 2018-2019

The literacy and numeracy premium helps schools provide additional support in literacy and numeracy to pupils.

Which students benefit from the Catch-Up funding?

The funding is provided for all pupils who did not achieve at least a scaled score of 100 in reading and/or mathematics at the end of key stage 2.

How much additional funding is this school entitled to?

We received £28,893 for the 2018-19 academic year. 

How will this school use this funding?

When pupils are identified as eligible for the funding we consider the needs of all pupils, while there may be bespoke support for some, effective funding to support catch-up may include:

  • Individual tuition in addition to classroom teaching;
  • Intensive small-group tuition;
  • Purchasing external services and materials to add to those provided by the school;
  • Resources to support teaching and learning; such as Maths Mastery, Accelerated Reader, Lexonik resources and MyOn Reader;
  • Additional staffing to support interventions.

Our Leadership team will regularly monitor, evaluate and review these strategies.  We will then report back to the governing body on the progress and impact of the Catch-up funding.

Spending and Impact 2018/2019

24% of Year 7 pupils began Holte School with a scaled SATS score which was below 100 for Reading. Of this number (46), 15 pupils had a score of 90 or below.

14% of Year 7 pupils began Holte School with a scaled score which was below 100 for Mathematics. Of this number (26), 10 pupils had a score of 90 or below.

Holte School uses a system of Steps to track progress; based on this system the following progress has been made by pupils who are eligible for the Catch Up fund:

  • In English, 100 % of Catch up pupils made progress during one to one intervention. Of the whole group entitled to Catch Up funding, 100% of pupils made at least expected progress in terms of steps and 92% of pupils made accelerated progress by the end of Year 7.
  • In Mathematics, 100% of Catch up pupils made progress during one to one intervention. Of the whole group entitled to Catch Up funding, 55% of pupils made at least expected progress in terms of steps and 23% made accelerated progress by the end of Year 7.

There is a continued programme of support and intervention for those pupils who were working below their chronological age, at the end of Year 7. This includes smaller group teaching in year 8 with support from additional staff. There is a strong focus on basic literacy in English and numeracy in Mathematics through the delivery of ‘Maths Mastery’.

Strategies

To support our pupils and narrow the attainment gap, we used a number of different strategies financed by the Impact fund:

  • The continuation of nurture groups to support pupils who were well below the 100 scaled score in both English and Mathematics;
  • A dedicated teaching assistant was assigned to the class with the pupils most in need of support;
  • Star Reader and Accelerated Reader were used again to test reading ages and monitor; progress of reading skills, with a view to provide appropriate intervention;
  • Books to support pupils with lower reading ages;
  • Targeted Mathematics support from Sixth Form Mentors;
  • Targeted Reading support from Sixth Form Mentors;
  • Small group intervention with a teacher during registration, where appropriate;
  • Catch up Literacy and numeracy were delivered 1:1 by Teaching Assistants;
  • Sound Training for pupils who are near to a scaled score of 100 in Literacy.

        Pupil feedback – From Last Year

Pupils were asked how they felt about the support they received this year, these are just some of the comments;

  • “The extra sessions helped me to develop my vocabulary. I had heard words before but didn’t know what they meant, I do now.”
  • “I like working with my TA because she helps me to understand problems in maths.”
  • “My Teaching Assistant and Sixth Former always read with me because I find it hard and this helps me to get better.”
  • “The Catch up lessons have helped me increase my vocabulary by reading these books. It also helped my handwriting because Miss gave me extra help with that too.”
  • “Miss helped me with times tables, the cubes really helped and being able to talk to miss on my own has helped my confidence.”
  • “ The reading lesson helped me to learn and read new words.”
  • “The work I did with Miss helped me with my counting and in my exams.”

Intended Spending and Impact 2019/2020

There is a larger cohort in the year 7 for 2019/20 and as such there are a greater number of pupils who require the additional support to ensure they are secondary ready. Strategies which will be implemented are:

  • Staff to deliver bespoke catch up programs for Literacy and Numeracy to pupils considerably lower than the scaled score of 100;
  • Training and resources for the Sound Training program; Sound Training to be expanded across more pupils in year 7;
  • Numeracy intervention for students just below a scaled scored of 100 to be developed and integrated into curriculum;
  • Intensive small-group tuition; using Catch Up resources. This is to be extended as staffing hours will be increased;
  • Purchasing additional resources to further develop a wider reading program including the use of MyOn Reader; Lexonik and Accelerated Reader. Mathematics to create besoke intervention package for those pupils who are between 90-100;
  • Parental Workshops to enable parents to better support their children at home;
  • Peer Tutoring from Sixth Formers
   
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