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 allocation: £25,500
  • 2014-15 allocation: £19,000
  • 2015-16 allocation: £30,000
  • 2016-17 allocation: £17,000
  • 2017-18 allocation: £17,000
  • 2018-19 allocation: £17,000
  • 2019-20 allocation: £17,000

Spending Plan for 2019-20

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. 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.
GL assessments. Identify progress for pupils who are SEND.

Provide CATS information data to support identification of appropriate interventions.

Assessments.

Student feedback.

Books.

Continued use of 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.

Planned programme of paired reading with older mentors in school. 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.

 

Toe by Toe and Word Wasp for identified pupils. Reading and spelling skills Assessments


Spending Plan review for 2018-19

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).

Number of students who achieved or exceeded their targeted flight path 88%

Number of students who did not achieve their flight path 12%

 

Additional transition group support in years 8 and 9.

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. All pupils are in line with expected flight path on last data entry.
Improving Writing Quality with writing strips and focus on extended writing. Development of extended writing by using chunked and step by step approach.

Assessments.

Student feedback.

Books.

Wide range of extended writing seen both in exercise book and in internal assessments. All pupils are on or above target in English.
Continue use of 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.

All students reading ages increased with two students increasing their reading age by 5 years in KS3.
Planned programme of paired reading with older mentors in school.

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.

See above. Feedback completed with mentors who have also increased their confidence.
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.

 

Smooth transition and students identified very early in transition process.

Passports in place for start of term and student voice shows confidence in knowing where to go and what to expect at WHS.

Transition toolkit shared with all staff teaching catch up students shows most students on target across all subjects.

Toe by Toe and Word wasp for identified pupils Reading and spelling skills Assessments. Evaluations carried out by Learning Provision per student. All students tracked have improved reading and spelling. (See separate evaluation with LP dept.)
Word wasp for identified pupils Reading and spelling skills Assessments. Evaluations carried out by Learning Provision per student. All students tracked have improved reading and spelling. (See separate evaluation with LP dept.)