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Year 7 Catch up Funding 2019 - 2020

The Literacy and Numeracy catch-up premium provides schools with 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.

Funding Allocation

It is provided to all state-funded schools with a year 7 cohort, including special schools, alternative provision (AP) settings and pupil referral units (PRUs). Gosforth Junior High Academy received £12,267 in the 2019-2020 academic year.


How we used the funding to help support our pupils

At Gosforth Junior High Academy, we used the catch up funding in the 2019-2020 academic year in the following ways:

  • Targeted support

Use of small group teaching and primary teaching techniques in targeted classes to build up and reinforce a strong skill base in reading, writing, spelling, comprehension and numeracy, giving pupils a toolkit of skills that allows them to access the mainstream curriculum more effectively.

  • Whole school literacy and numeracy

Whole school focus on pupils’ literacy and numeracy skills across the curriculum. All faculties ensure that literacy and numeracy are developed and enhanced within their curriculum. Additional literacy and numeracy will be delivered in registration time.

  • Whole school use of differentiation

A differentiated approach to learning ensuring that individual needs are met and that all pupils have access to an appropriate curriculum and are challenged to move forward. 

  • Purchasing resources

We purchased 10 IPADS to be used in intervention lessons to help engagement in the sessions as well as using tailored support/revision packages to enhance learning such as ‘My Maths’.

Further to this, the school purchased licences for intervention pupils to use the Accelerated Reader Programme to improve reading comprehension.

 


Year 7 Maths Intervention 2019-2020

Background

The catch-up intervention has consisted of a KS3 Specialist Maths Teacher and a KS3 Science/Maths Teacher taking small groups of pupils for intervention who did not meet the expected standard in year 6. Further to this, additional in-class support from a teaching member of staff was provided twice a week to the maths groups with children below ARE. During these small group sessions, extra support was provided used a variety of teaching approaches aimed at helping pupils develop rapidly. 

The focus of the groups was to support pupils in their learning of the Y7 programme of study and use real-life problem solving, investigations and practical activities in booster lessons.

Groups
Intervention sessions concentrated specifically on the pupils’ needs and as such pupils were grouped according to the area in which they most needed to improve. Arithmetic skills were strong from year 6 so it was decided that reasoning was the most significant area for pupils to develop.  

Impact the catch up funding had on our pupils

34 pupils who had a Y6 standardised score of less than 100, began intervention in the autumn term.

  • 53% are now working at age related expectations (results derived from GL standardised assessment, externally marked and validated against a large population of the UK alongside the school’s internal assessments).
  • Due to COVID-19, pupils only received 1.5 terms of intervention.

 


Year 7 English Intervention 2019-2020

Background

English intervention, which was launched during the academic year 2019-2020, coincides with the changes made to the English curriculum at KS3 in the 2018-2019 academic year. New class novels have been embedded into the curriculum to engage students and to promote enjoyment in reading whilst suitably challenging pupils. The class novel was differentiated to suit the needs/ability of the pupils in the class and many continued to explore other texts by that particular author in their own time or during library lessons.

Both intervention sessions and English lessons aimed to enhance the skills pupils will need to access the wider world and made cross-curricular links to ensure that pupils understand the importance of English within the curriculum. Assessment was updated in order to bridge the gap between KPIs (used to monitor progress at KS3) and the AQA Assessment Objectives (used in GCSE English Language and English Literature). Pupils, as a result, enjoy an engaging and informative curriculum with rigour and teachers are able to monitor pupil progress carefully and thoroughly prepare pupils for the skills needed in KS3 and KS4 and beyond.

Groups

Intervention sessions concentrated specifically on the pupils’ needs and as such pupils were grouped according to the area in which they most needed to improve. Arithmetic skills were strong from year 6 so it was decided that reasoning was the most significant area for pupils to develop.

Impact the catch up funding had on our pupils

45 pupils who had a Y6 standardised score of less than 100, began intervention in the autumn term.

  • 62% are now working at age related expectations (results derived from GL standardised assessment, externally marked and validated against a large population of the UK alongside the school’s internal assessments).
  • Due to COVID-19, pupils only received 1.5 terms of intervention.

 


How we intend to use the funding for the 2020-2021 academic year

As well as continuing with the programmes used last year, we aim to build on the success in English and maths by incorporating key strategies to improve pupil outcomes and engagement.

English and targeted support will feature changes to the intervention focus, to target the individual needs of each pupil even further. These are:

  • Back to Basics – A key focus on literature/language style questions for use with AQA style assessments.
  • Language Analysis – Focuses on extracts from range of fiction/non-fiction extracts for close textual analysis and commenting on the effect of language.
  • SPaG – Focuses on using key words taken from KS2 spelling lists. Pupils use these when writing a range of non-fiction/fiction texts accurately e.g. news reports/diary entries.
  • Continued use of the Accelerated Reader Programme in English interventions.
  • To contribute to the recruitment of a subject support assistant in English to develop a programme of numeracy support such as weekly numeracy catch up sessions during tutor time. 

Maths targeted support will feature changes to the intervention focus to target the individual needs of each pupil. These are:

  • Engaging students in real life problem solving, investigations and practical activities.
  • Exploring maths outside of the classroom through use of local providers.
  • To contribute to the recruitment of a subject support assistant in maths to develop a programme of numeracy support such as weekly numeracy catch up sessions during tutor time.
  • Purchase of revision guides and workbooks.
  • Purchase of individual site licences for maths websites such as MyMaths.