Literacy & Numeracy Catch-up Premium

What is Year 7 Literacy & Numeracy Catch-up Premium?

The Department for Education (DfE) explains that 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 (KS2).

In relation to the ‘expected standard’, pupils awarded a scaled score of:

  • At least 100 will have met the expected standard of the test
  • 99 or below will not have met the expected standard in the test

This means that the funding should be spent on ensuring that pupils with a scaled score of 99 or below in reading or maths tests at KS2 reach the expected standard as soon as possible.


Funding amount and allocation

The DfE guidance explains:

In 2017 to 2018, we will allocate funding to schools on the basis that they receive the same overall amount of Year 7 catch-up premium funding they received in 2016 to 2017. It will be adjusted to reflect the percentage change in the size of their Year 7 cohort, based on the October 2017 census.

Funding Received by WHS

  • 2013-14 Academic Year allocation was £25,500
  • 2014-15 Academic Year allocation was £19,000
  • 2015-16 Academic Year allocation was £30,000
  • 2016-17 Academic Year allocation was £17,000
  • 2017-18 – expected academic year allocation is £17,000

Spending Plan for 2017-18

Based on evidence and research from: DfE Literacy and Numeracy Catch-up Strategies

Activity/Resource Intended Impact Evidence Impact Review
Transition curriculum for students below secondary ready Targeted and direct support for pupils with specific needs on a transitional primary/secondary curriculum. Assessments.

Student feedback.

Pupil levels increase (based on 1 – 9 flight paths).

Additional transition group support in years 8 and 9 Maths and introduction of Asdan units. Improved numeracy.

Pupils achieve in-line with expected flight path.

Modular assessments will show improved use of numeracy skills and more students achieving their flight paths.
Improving Writing Quality with trips Development of extended writing by using creative and real stimuli. Assessments.

Student feedback.

Books.

Accelerated Reader to develop students’ reading ages. Clear tracking of students’ reading ages.

Opportunity for timely reading intervention provided.

Reading ages increase.

Promote text comprehension to aid learning.

Tracking through AR.

Student voice.

KS3 reading assessments in English.

Reading tests at the beginning and end of the academic year.

Paired reading Individualised reading support and development.

Reading ages increase.

Student voice.

KS3 reading assessments in English.

Reading tests at the beginning and end of the academic year.

Continue to prioritise school visits and induction programmes Planned schemes of work that promote continuity of curriculum and of teaching and learning styles.

Involving parents/carers in the preparation for transition and developing their understanding of the culture of the new school and what to expect.

Ensuring that pupils are involved in the transition process at all stages.

School visits and induction programmes improve social and academic outcomes.

Student voice.

Parent voice.

Induction programme.

Schemes of work.

 

Develop talk for learning strategy Improvement in pupil’s passage comprehension Assessments
Word wasp for identified pupils Reading and spelling skills Assessments


Spending Plan review for 2016-17

Activity/Resource Intended Impact Evidence Impact
Transition curriculum for T band students. Targeted and direct support for pupils with specific needs on a transitional primary/secondary curriculum. Assessments, pupils feedback, pupil levels increase (based on 1 – 9 flight paths).

Percentage of students who exceeded their targeted flight path = 28%

Percentage of students who met their targeted flight path = 67%

Percentage of students who did not meet their targeted flight path = 5%

 

Maths Champions programme for year 7 students. One on one intervention for those students who are below the national average to develop numeracy skills. Weekly skills checks will show progress over time. Programme was not implemented.
Additional sets and support in years 8 and 9 Maths. Smaller class sizes to allow more individualized teaching and directed support. Modular assessments will show improved use of numeracy skills and more students achieving their flight paths. Internal tracking data shows majority on or above target. 2 pupils in Y8 below target (11%) (now left for specialist provision). In Year 9 majority are on or above target with 5 pupils below target (13%) (2 who have now left for specialist provision)
Accelerated Reader to be introduced into bottom sets in English to track and develop students’ reading ages. Clear tracking of students’ reading ages.

Opportunity for timely reading intervention provided.

Reading ages increase.

Tracking through AR.

Student voice.

KS3 reading assessments in English.

Reading tests at the beginning and end of the academic year.

Percentage of students who increased their reading age = 78%

Percentage of students who did not increase their reading age = 22% (1 SLD and 1 absent for first test)

 

Paired reading

Individualised reading support and development.

Reading ages increase.

Student voice.

KS3 reading assessments in English.

Reading tests at the beginning and end of the academic year.

As above – combined intervention used.