Catch Up

Catch Up Funding is additional funding provided to the school to support students in Year 7 where they have not achieved expected progress at KS2.  Before 2016, funding was targeted at students gaining below level 4 in the KS2 Reading test and/or level 4 in mathematics.  The school received £500 per student that fell into this category.  From 2016/17 there is now assessment without levels and a similar level of funding is provided to support students who gain less than 100 scaled score in the Key Stage 2 Reading Test and/or Mathematics.

The school uses the funding as follows:

Many “catch up students” are placed in one of the two Additional Support Groups in Year 7.  These groups are provided with the following additional resources to support student progress.  These are:

  • Teaching Group Assistant or Learning Support Assistant available to help students, with a particular focus on those with weaker literacy, numeracy and organisational skills
  • Smaller group sizes (averaging approx 22 students)
  • Others are in smaller groups for both English and Mathematics; these are closer to expected progress levels.

 

In addition, up until 2014/15, students have been withdrawn to undertake 2 x 30 minutes of MSP progressing through the stages and receiving certification for progress, as well as undertaking various other interventions as appropriate such as handwriting, mathematics support, reading. The TGA and/or LSA is also available to support students with homework at homework club, which all catch up students are encouraged to attend.  Any students outside the A group receive alternative intervention.

From 2014/15 the MSP programme has been replaced given that the communications and learning to learn lessons targeted similar skills.  However, the school also put in a personalised intervention programme as well as Accelerated Reader and/or, Fresh Start programmes for idenitified students.  Students continue to receive support from the KS3 Support (previously known as TGA)/LSAs in lessons, as well as at homework club.  

Year/Funding

Expenditure

Numbers

2012.13/£21.5k

30% of the TGA x2 costs (£12k)
costs for LSA/teacher time for intervention eg 4 hours per week for MSP programme (£2k); other programme support (£7.5k).
43 (7 with statements of SEN).  30 on English programme; 
31 on mathematics programme; 
18 on both.

2013.14/£17k

20% of the TGA and LSA costs (£15k)
50% of costs for MSP programme and intervention at other times (£2k);
34 (3 with statements of SEN).  26 on English programme; 
20 on mathematics programme;
12 on both.

2014.15/£11k

14% of the TGA and LSA costs (£11k) 22 (2 with EHCP).  10 on English programme; 
18 on mathematics programme;
6 on both.
2015.16/£18k 20% of the KS3 Support (previously known as TGA) and LSA costs (£18k) 36 (3 with EHCP).  25 on English programme; 25 on mathematics programme; 14 on both at the start of the year.
2016.17/£18k 20% of the KS3 Support (previously known as TGA) and LSA costs (£18k) Students with less than 100 on the Reading and/or Mathematics have been included on a range of programmes.  Numbers are significantly increased as a result.  106 students in total (5 with EHCP); 79 for English; 69 for Mathematics and 42 for both.
2017.18/£18k 20% of the KS3 Support (previously known as TGA) and LSA costs (£18k) 89 students in total (6 with EHCP); 70 for English; 56 for Mathematics and 37 for both.

 

Plans for 2017/18:

English: There is Fresh Start for identified students and Accelerated Reader for all catch-up students. Learning to Learn lessons have a literacy focus and there are cross curricular briefings for English, Learning to Learn and Humanities teachers focussing on students not in KA/QA groups.     

Maths: We will be working with students with targeted sessions based on requirements from in class skills assessments.

 

Outcomes 2016/17:

English: Of the 78 students, data collected at the end of year 7 suggested that by the end of year 11 1 student is on course to make exceptional progress, (using national data on progress from KS2 to GCSE outcomes), 23 students are on course to make above expected progress, 43 students are on course to make above national progress given their starting points, and 9 students are on course to make expected progress from their starting points.  Two students are accessing education elsewhere. Students who have been on the Fresh Start Programme have all made progress and work on reading and the use of Accelerated Reader has enabled students to also make progress since completing their baseline with 3 students increasing their reading age by two years and above.     

Maths: Of the 68 students, data collected at the end of year 7 suggested that by the end of year 11, 7 students are expected to make above expected progress, 30 students are expected to make above national progress given their starting points, 26 students are on course to make expected progress and 3 students are expected to be below expected progress. Two students are accessing education elsewhere.  All catch up students had a personalised maths intervention plan (MIP) with targeted intervention sessions run after school by maths teachers and LSAs. Some of these students also started a numeracy intervention programme, which took place once a week after school.

 

Outcomes 2015/16:

English: Of the 24 students, data collected at the end of year 7 suggested that by the end of year 11 1 student is expected to make 4 (LoP) Levels of Progress, (using national data on progress from KS2 levels to GCSE outcomes in 2016).15 students are expected to make 3 LoP, 7 students are expected to make 2 levels of progress and 1 student is expected to make 1 LoP. Students have all progressed on the Fresh Start Programme and 20 out of 24 students have made progress in Accelerated Reader since completing their baseline.     

Maths: Of the 23 students, data collected at the end of year 7 suggested that by the end of year 11, 1 student is expected to make 3 LoP, 13 students are expected to make 2 LoP, and 9 students are expected to make 1 LoP, All catch up students had a personalised maths intervention plan (MIP) with targeted intervention sessions run after school by maths teachers and LSAs. Some of these students also started a numeracy intervention programme, which took place once a week after school. 

 

Outcomes 2014/15:

English: Of the 10 students, data collected at the end of year 7 suggested that by the end of year 11 5 students are expected to make 2 levels of progress (LoP), 2 students are expected to make 3 LoP, and 3 students are expected to make 4 LoP. Intervention programmes included extra reading once a week. Targeted spelling, punctuation and grammar (SpAG) interventions for small groups of students took place in the spring and summer terms.

Maths: Of the 18 students, data collected at the end of year 7 suggested that by the end of year 11 3 students are expected to make 1 LoP, 7 students are expected to make 2 LoP, and 8 students are expected to make 3 LoP. All catch up students had a personalised maths intervention plan (MIP) with targeted intervention sessions run after school by maths teachers. Some of these students also started a numeracy intervention programme, which took place once a week after school. 

 

Outcomes 2013/14

English: Data collected at the end of year 7 suggested that by the end of year 11 one student is expected to make 2 levels of progress (LoP), 12 students are expected to make 3 LoP, 13 students are expected to make 4 LoP. These students all had MSP weekly. Students also had reading intervention once a week.

Maths: Data collected at the end of year 7 suggested that 1 student is expected to make no LoP, 1 student is expected to make 1 LoP, 2 students are expected to make 7 LoP, 11 students are expected to make 3 LoP, and 1 student is expected to make 4 LoP. Catch up students had intervention in tutor time over the year, with the intervention delivered by the lead maths LSA. The school also purchased an extensive resource specifically targeting numeracy for lower ability students. Some students also attended KS3 Maths Surgery, which runs every Monday after school, to receive help with their homework.

Students had positive attitudes to their learning throughout the year, and many attended the various intervention sessions. Homework club was also well attended throughout the year, with extra support provided by the TGAs and LSAs.