Year 7 Catch Up Premium including COVID Premium
Year 7 Catch Up Premium 2019
The literacy and numeracy catch-up premium gives schools additional funding to support Year 7 pupils who did not achieve the expected standard in reading or maths at the end of Key Stage 2 (KS2).
To view how the Catch Up Premium was used in 2017/18 and 2018/19 please see below.
The Year 7 catch-Up premium has been offered by the Government as a commitment to provide additional funding to schools. This is aimed at each Year 7 pupil who enters the school with a scale score of 95 or less in the Key Stage 2 national curriculum tests in reading and/or mathematics. The purpose of this funding is to enable Wyvern Academy to deliver additional support, such as intensive support in small groups, for those pupils that most need it.
Objective for the use of funding:
- To close the progress gap by providing intensive literacy and numeracy support to students entitled to catch up Premium
- To raise self-esteem and aspirations of students entitled to Catch up Premium
- To enhance existing provision within mainstream lessons
- To identify concerns and target intervention and support to accelerate progress
- To ensure that parents are informed and involved where appropriate.
Allocation of funding:
Wyvern Academy utilised this funding in a variety of ways including:
- Small group and one to one tuition provided by Higher Level Teaching Assistants (HLTA)
- Intensive literacy intervention (small group and one-to-one) sessions
- Intensive numeracy intervention (small group and one-to-one) sessions
- In-Class support for literacy and numeracy
- Additional time allocated for students in English and Mathematics lessons.
- Teachers offering extra intervention and support for vulnerable learners
- Resources to further support learning
‘Covid’ Catch Up Premium 2020-21
The ‘Catch up’ premium was largely utilised to support the over staffing of the Academy from September 2021 for this academic year as part of the ‘Evidence Based Curriculum Plan’ (EBRP) curriculum with support for both academic work and SEMH work for pupils across the school utilising staff already known to the pupils and aware of each pupil’s background, context and ability.
Impact has been a positive one with all curriculum leaders stating that those pupils deemed as ‘vulnerable learners’ are in line with their intended curriculum, and for those pupils who are not on track, plans are in place and self-isolating protocols continue to be in place for pupils having to self-isolate.
For those pupils supported by the funding for SEMH concerns, the data and pupil voice suggests that additional presence and ‘check ins’ with pupils have allowed for de-escalation of anxiety in some cases, and a quicker process of being able to triage when external agencies (MIND, Listening Post) are necessary.
The TAG process for year 11 has allowed us to measure the impact of the academic support to some extent showing that 52% of the 60 vulnerable learners had 5 or more grade 4s or above, with 50% of them leaving with 5 or more at grade 4+ including both English and Maths. These pupils were those pupils who were performing significantly below expectation on re-entry in September 2020.
In addition, funding has also been tailored to literacy and numeracy with an emphasis on securing pupils with a ‘functional literacy age’.
Year 7 pupils were screened on entry for reading and comprehension skills. As a result, 30 pupils were identified below functional reading age, and intervention was undertaken utilising the Rapid Reader programme. Pupils were then reassessed post intervention, however, to increase the efficacy of the results when comparing on entry data(with pupils who had been out of education for summer holidays) with post-intervention data; a terms gap was given from intervention ending to testing occurring. This also allowed us to examine how well pupils had retained skills.
Average progress in reading age within the cohort was 36 months, with boys outperforming girls in terms of gained improvement.
Of the 30 pupils identified, 22 pupils made progress (74%). Further intervention and more exhaustive assessments are being undertaken; these initially utilising the comprehensive test of phonological processing to identify specific phonological processing difficulties.
Numeracy Intervention was also offered to 38 pupils in year seven who were between the 1st and 4th stanine following GL Assessment in September 2020. Focus from the subject leader was the consolidation of key skills from missed learning, so that pupils were quickly upskilled for the year 7 curriculum and placed in a bespoke class with EBRP academic support, as well as a TA.