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Year 7 Catch up Grant

1.    Summary information
School Castle Newnham
Academic Year 2016-17 Total Y7 Catch Up Budget = £10,000 (anticipated amount)
Total number of Y7 pupils 101
2.  Current attainment
KS2 SATs Data 2016:

 

42 pupils working towards the national standard READING (4 new to school in Y7)

 

35 pupils working towards the national standard WRITING (5 new to school in Y7)

 

34 pupils working towards the national standard MATHS (6 new to school in Y7)

 

22 pupils working towards the national standard in all READING, WRITING & MATHS (4 new to school)

 

Breakdown by characteristic
Reading(42) Writing(35) Maths(34) Combined(22)
PP 11 14 12 3
S 3 2 2 2
K 9 11 11 1
EAL 12 8 9 3
 
3.  Barriers to future attainment (for pupils eligible for Y7 catch-up funding)
In-school barriers (issues to be addressed in school, such as poor literacy skills)
A.     Poor literacy skills are a barrier to these Y7 pupils’ future attainment in English and other areas of the secondary curriculum.
B.     Poor maths skills are a barrier to these Y7 pupils gaining a GCSE Maths qualification.
C.     Low self esteem and confidence can affect these Y7 pupils’ participation in school life.
External barriers (issues which also require action outside school, such as low attendance rates)
D.
4.  Desired outcomes (desired outcomes and how they will be measured) Success criteria
A.     Literacy skills improve. The gap between these pupils and their peers closes. Assessment data monitored by Y7 Achievement Leader at key assessment points.
B.     Maths skills improve The gap between these pupils and their peers closes and maths life skills are gained. Assessment data monitored by Y7 Achievement Leader at key assessment points.
C.     Self-esteem and confidence improve These Y7 pupils grow in confidence and participate in a range of events. To be monitored by the Y7 Achievement Leader.
5.  Planned expenditure
·         Academic year 2016-17
The three headings below enable schools to demonstrate how they are using the Year 7 Catch-up Fund to improve classroom pedagogy, provide targeted support and support whole school strategies.
    i.   Quality of teaching for all
Desired outcome Chosen action / approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation?
Literacy skills improve

 

 

 

 

 

 

 

Contribution to the cost of staffing in Y7 with pupils taught English in small mixed ability teaching groups Y7 English class sizes will be kept small in order to deliver first quality feedback to our pupils. This is supported by evidence from the Sutton Trust – EEF toolkit’s research into reduced class sizes and effective feedback

 

 

Monitored by KS3 Head of English KS3 Head of English Assessment point in December 2016
Maths skills improve Contribution to the cost of an additional maths teacher and to the subscription of MyMaths. By employing an additional maths teacher we aim to deliver first quality teaching and ensure effective feedback is given to each Y7 pupil. This year we have introduced mixed ability teaching in maths. We will introduce a more flexible approach to the use of the additional teacher; when needed at certain points in the year, the maths teacher will deliver small group interventions to pupils. This is supported by research from EFF regarding the effectiveness of short term, small group interventions.

 

Monitored by KS3 Head of Maths KS3 Head of Maths Assessment point December 2016
Total budgeted cost £9000
   ii.   Targeted support
Desired outcome Chosen action / approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation?
Self-esteem and confidence improve Y7 Self Esteem Workshop Working with an outside provider to deliver a focused self-esteem workshop. Feedback gathered from staff and pupils. Y7 Achievement Leader September 2016
Total budgeted cost £500
 iii.   Other approaches
Desired outcome Chosen action / approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation?
Reading for understanding/comprehension improves Contribution to the cost of Accelerated Reader in order to support Y7 targeted pupils and track their reading. These pupils also work with the Librarian in the Reading Buddies group. The Reading Gap by Dr Jon Jerrim – July 2013 and Believe in Better – Social Mobility (2016) The Sutton Trust inform our rationale for this approach. The use of AR is embedded in Y6, pupils are used to the system and it allows tracking and monitoring of pupils’ reading whilst testing their understanding of texts.

 

Monitored by the Head of KS3 English. Head of KS3 English Following assessment data (Dec 2016)
Total budgeted cost £500

 

6.  Review of expenditure
Previous Academic Year 2015-16                £10,000
    i.   Quality of teaching for all
Desired outcome Chosen action / approach Estimated impact: Did you meet the success criteria Lessons learned

(and whether you will continue with this approach)

 
Literacy and maths skills improve Contribution to the staffing costs to provide smaller teaching groups in English and maths. Medium: The delivery of first quality teaching in smaller groups has had the most impact on this cohort. Tracking the pupils’ progress and giving pupils targeted support has enabled their pupils to gain confidence in these weak areas and in some cases to close gaps with their peers. A more flexible approach will be introduced in the year ahead. For example, in Y7 Maths a small nurture group has been established for the first half term. This will be reviewed in October.
£8500
   ii.   Targeted support
Desired outcome Chosen action / approach Estimated impact: Did you meet the success criteria? Lessons learned

(and whether you will continue with this approach)

 
Y7 pupils gain good study skills Contribution to the provision of homework club to support targeted pupils Medium: Y7 pupils have benefitted from adult support and ICT provision at after school homework clubs. As this is an extra-curricular activity it can be difficult to support some pupils is this way. There needs to be greater monitoring of the targeted pupils. Adding a KS3 lunchtime homework club should help with this. Adding study skills to the PSHCE programme should give these pupils additional help. The homework club will not be supported by the Y7 Catch Up fund in the year ahead. £500
 iii.   Other approaches
Desired outcome Chosen action / approach Estimated impact: Did you meet the success criteria? Lessons learned

(and whether you will continue with this approach)

 
Improve Y7 reading for understanding Contribution to the Accelerated Reader programme and the purchase of additional books for the library. High: The use of Accelerated Reader is now embedded in KS2 and is used in Y7 to monitor pupils’ reading and comprehension skills. The Y7 pupils know the system and English teachers are confident using AR. We will continue with this approach as it builds on Y6 learning and provided good tracking of pupils’ reading habits. The comprehension style tests support pupils’ reading for understanding. £500
Improve Y7 maths skills Contribution to the subscription of MyMaths High: the use of MyMaths is embedded in the teaching of maths at this school. Pupils enjoy the programme and it is well used for homework and reinforcement. We will continue to contribute to this subscription as it is a very useful programme for improving maths skills. £500
7.    Additional detail
·         In this section you can annex or refer to additional information which you have used to inform the statement above.

 

Y7 Catch Up cohort for the previous Academic year 2015-16:

This cohort of (now) 12 pupils sat the KS2 SATs in 2015 and are now in Y8.

They have the following characteristics:

5 EAL

5 PP

2 Statement

7 SEND support

 

Results at the end of Y7:

READING

1 secure

6 developing

5 foundation

 

MATHS

1 developing

11 foundation