Year 7 Literacy Funding

What is Year 7 Literacy and Numeracy Catch-up Funding?

The Literacy and Numeracy Catch-up Funding gives schools additional funding to support Year 7 pupils who did not achieve the expected standard in reading or mathematics at the end of Key Stage 2 (KS2).

 

 

2019-20 – Evaluation Statement

Funding allocation £15,190 (tbc)

How we intended to spend the allocation

• 31 pupils are Maths catch-up and 30 pupils are English catch-up
• Support for pupils in-class (Maths and English where possible, and other curriculum areas including Humanities and Science) who arrived at Hodge Hill Girls School with KS2 scaled scores below 100 in English and/or Maths.
• Support with organisational and study skills for relevant identified catch-up pupils
• Morning registration literacy activity and after-school interventions for catch-up pupils as identified by class teachers.
• 1-1 mentoring support for catch-up pupils who would benefit from this approach during morning registration.

Please note that the school budget share and notional SEND funding has been used to support this provision too as some pupils are both catch-up and SEND.

How the allocation (£15,190) made a difference in 2019-20 to the attainment of pupils who benefit from the funding

• Spring data check for English – 7 pupils on/above target (2 PP)
• Spring data check for Maths – 6 pupils on/above target (3 PP)

PP pupils have had their targets uplifted as part of our RADY programme.

It should be noted that the impact of COVID-19 was such that not all strategies had the impact we had anticipated. We also included whole-school staff CPD about catch-up based on QLA in October 2019 with each subject identifying specific areas in which they could support pupil progress; it has not been possible to quantify the impact of this at this point in time.

Whilst the Y7 Literacy and Numeracy Catch-up premium is not being provided for schools in 2020-21, pupils will continue to be supported as needed in addition to their normal curriculum offer through the ‘Success for All’ programme.

 

2018-19

Funding allocation - £15,500

How this allocation was spent

• Catch-up mentor to support pupils in-class (Maths and English where possible, and other curriculum areas including Humanities and Science) who arrived at Hodge Hill Girls School with KS2 scaled scores below 100 in English and/or Maths.
• Catch-up mentor to provide organisational and study skills’ support for relevant identified catch-up pupils
• Morning registration literacy activity and after-school interventions for catch-up pupils as identified by class teachers.

Please note that notional SEND funding has been used to support this provision too as some pupils are both catch-up and SEND.

Parents are informed that their daughter is in receipt of catch-up funding and receives additional intervention beyond the class teacher for all or part of the academic year.

How the allocation (£15,190) made a difference in 2018-19 to the attainment of pupils who benefit from the funding

• 41 Maths catch-up pupils; at the end of the academic year 2018-19, 90% (37 pupils) were on or above track in Maths including 83% (34 pupils) who were above.
• 37 English catch-up pupils; at the end of the academic year 2018-19, 97% (36 pupils) were on or above track in English including 95% (35 pupils) who were above.

 

2017-18

Funding allocation - £15,500

How this allocation was spent

• Catch-up mentor to support pupils in-class (Maths and English where possible, and other curriculum areas including Humanities and Science) who arrived at Hodge Hill Girls School with KS2 scaled scores below 100 in English and/or Maths.
• Morning registration, lunchtime and after-school interventions for catch-up pupils as identified by class teachers.
• Parents’ briefing as part of Y7 Curriculum Evening.

Please note that notional SEND funding has been used to support this provision too as some pupils are both catch-up and SEND.

Parents are informed that their daughter is in receipt of catch-up funding and receives additional intervention beyond the class teacher for all or part of the academic year.

How the allocation made a difference in 2017-18 to the attainment of pupils who benefit from the funding

• 87% of English Catch-up pupils were on or above target at the end of Year 7; it should be noted that 3 of the pupils below target are RADY+ pupils and have had their targets uplifted.
• 25% of Maths Catch-up pupils were on or above target at the end of Year 7; it should be noted that 19 of the pupils below target are RADY+ pupils and have had their targets uplifted.

 

2016-17

Funding allocation -  £15,500

How this allocation was spent

• Catch-up mentor to support pupils in-class (Maths and English where possible, and other curriculum areas including Humanities and Science) who arrived at Hodge Hill Girls School with KS2 scaled scores below 100 in English and/or Maths.
• After-school interventions for catch-up pupils as identified by class teachers.
• Parents’ briefing as part of Y7 Curriculum Evening.

Please note that notional SEND funding has been used to support this provision too as some pupils are both catch-up and SEND.

Parents are informed that their daughter is in receipt of catch-up funding and receives additional intervention beyond the class teacher for all or part of the academic year.

How the allocation made a difference in 2016-17 to the attainment of pupils who benefit from the funding

• 70% of English Catch-up pupils were on or above target at the end of Year 7; it should be noted that 8 of the pupils below target are RADY+ pupils and have had their targets uplifted.
• 53% of Maths Catch-up pupils were on or above target at the end of Year 7; it should be noted that 12 of the pupils below target are RADY+ pupils and have had their targets uplifted.

 

2015-16

Funding allocation -  £15,500

How this allocation was spent

• Dedicated catch-up mentor to support in-class with predominantly English and Maths, and other literacy-based subjects.
• Lunchtime and after-school interventions for catch-up pupils as directed by class teachers.

How the allocation made a difference to the attainment of pupils who benefit from the funding

Catch-up pupils made the following progress in 2015-16: