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 who 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 KS2 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

 

There were no Key Stage 2 Tests due to lockdown in 2020. From the information received from primary schools, we have placed potential “catch-up” students in one of the two Additional Support Groups in Year 7.

In addition, we have purchased and completed online GL Assessment Tests in literacy and numeracy to support our analysis of the academic ability of our Year 7 students to ensure that they receive the appropriate support for their learning.

Due to lockdown, we were unable to collect data at the end of Year 7 to report on the progress of the 2019/20 “catch-up” students but the English and Mathematics departments have also put plans in place to continue to support these students.

Plans for 2020/21:

English: There is the Fresh Start programme for identified students and Accelerated Reader for all catch-up students. Students are being assessed using the STAR Reader Test to identify those who will benefit from Fresh Start support. The results of this test, as well as the GL Assessment test will also identify who will benefit from Accelerated Reader. Once students are set by English ability there will be a series of Key Stage 3 cross curricular briefings for English, Communications and Humanities teachers focussing on students not in KA/QA groups.    

Maths: The baseline assessment undertaken at the start of Year 7 is significantly linked to the style and content of Key Stage 2 which means that intervention is targeted on skills that students should know. The baseline assessment and the results of the GL assessments will be used to set by mathematical ability to ensure that students can receive the help and support they need. Presently, intervention is being offered by Maths LSAs to key groups of students identified from the baseline assessments as needing extra support. Staff are also tailoring lessons for key students who cannot access the current curriculum and are providing work for them to do with their LSAs in lessons and for homework.

Plans for the 2019/20 cohort:        

English: The Fresh Start programme for identified students is continuing for the students who did not complete it. Accelerated Reader for all catch-up students is also continuing.  

Maths: Year 8 teachers are aware of the topics that students did not cover last year and are adjusting schemes of work and assessments as needed. It is important that topics are covered in detail to build up confidence and understanding. Students will be assessed in December and then reset according to current mathematical ability. Students who need extra help or support are invited to Maths Surgery.

Year/Funding

Expenditure

Numbers

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 (five with EHCP); 78 for English; 68 for Mathematics and 41 for both.

2017.18/18K

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. 89 students in total (6 with EHCP); 70 for English; 56 for Mathematics and 37 for both.

2018/19/18K

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. 73 students in total (four with EHCP); 46 for English; 49 for Mathematics and 22 for both.
2019/20/18K 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. 75 students in total (three with EHCP); 58 for English; 51 for Mathematics and 34 for both.

Outcomes 2018/19:

English: Of the 46 students, data collected at the end of Year 7 suggested that by the end of Year 11, 10 students are on course to make above expected progress (using national data on progress from KS2 to GCSE outcomes), 29 students are on course to make expected progress from their starting points. Five students are expected to be below expected progress. Two students are accessing education elsewhere. Students who have been on the Fresh Start programme have made progress in their use of phonics and work on reading comprehension and the use of Accelerated Reader has also supported progress with five students increasing their reading age by two years and above.

Maths: Of the 49 studentsdata collected at the end of Year 7 suggested that by the end of Year 11, two students are on course to make exceptional progress, (using national data on progress from KS2 to GCSE outcomes), 17 students are expected to make above expected progress, 18 students are on course to make expected progress and 12 students are expected to be below expected progress. One student is accessing education elsewhere. All catch up students have had once again a personalised Maths Intervention Plan (MIP) with targeted intervention sessions run after school by maths teachers and LSAs. Some students also attended a numeracy intervention programme, which took place once a week after school.  

Outcomes 2017/18:

English: Of the 70 students, data collected at the end of Year 7 suggested that by the end of Year 11 six students are on course to make exceptional progress, (using national data on progress from KS2 to GCSE outcomes), 32 students are on course to make above expected progress, 23 students are on course to make expected progress from their starting points. Seven students are expected to be below expected progress. One student is accessing education elsewhere. Students who have been on the Fresh Start programme have made progress in their use of phonics and work on reading comprehension and the use of Accelerated Reader has also supported progress.

Maths: Of the 56 studentsdata collected at the end of Year 7 suggested that by the end of year 11, nine students are on course to make exceptional progress, (using national data on progress from KS2 to GCSE outcomes), 22 students are expected to make above expected progress, 21 students are on course to make expected progress and four students are expected to be below expected progress. All catch up students have had once again a personalised Maths Intervention Plan (MIP) with targeted intervention sessions run after school by maths teachers and LSAs. Some students also attended a numeracy intervention programme, which took place once a week after school.  

Outcomes 2016/17:

English: Of the 78 students, data collected at the end of Year 7 suggested that by the end of Year 11, one 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 nine 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 three students increasing their reading age by two years and above.      

Maths: Of the 68 studentsdata collected at the end of Year 7 suggested that by the end of Year 11, seven 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 three 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.