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 mathematics at the end of key stage 2 (KS2).
|1. Summary information|
|School||Wood Green Academy||2017/18 Budget||£17,406|
|Academic Year||2017/18||Date for next internal review of this strategy||After each PC collection (see school calendar)|
|Total Literacy Catch-up Pupils||78||Total Numeracy Catch-up Pupils||69|
|1. Current attainment|
|Maths||Higher Tier: Final Assessment 100-102 (Scaled Score)
Average Mark 27
6/16 (38%) students <100 scored more than 27.
Foundation Tier: Final Assessment
100-105 (Scaled Score) 17 Students (Every student >100)
Average Mark 34
14/53 (26%) Students <100 scored more than 34.
14% students achieved more than 2 levels of progress from their baseline on PC5 data.
|80% of the current Year 8 pupils – (last year’s Year 7 pupils) ‘‘caught up’ with their peers and made progress based on their reading age / PC data / assessment data.|
|2. Barriers to future attainment|
|In-school and external barriers|
|High Levels of Deprivation- 0.35 ( (NA 0.22) School Deprivation Indicator) and KS2 Prior Attainment is below/ SIG-
16% FSM, 37% Pupil Premium and 30% EAL
Severe SEND status
|3. Desired outcomes (desired outcomes and how they will be measured)||Success criteria|
|Maths||Students who were closest to achieving the “Expected Standard” will have made the appropriate levels of progress over the course of the year.||Students will be measured against a control group of students who have achieved the “Expected Standard”. The idea being that students have made the same progress as others and are achieving the same on assessments.|
|Maths||Students who are furthest from the “Expected Standard” make progress over the course of the year and improve their basic mathematics skills.||This is much more difficult to measure, a lot of the students in this group are on the SEN register and therefore have help from the SEN department.
Students will work through the Power of 2 book which will build their basic skills, we can review the use of the books over the year and check their success.
|English||An improvement in ‘UP’ pupils’ readings ages to a level that is same as the year average and hopefully the same as their actual age.
|An average reading age for each English group will be calculated at the end of the academic year and it is hoped that ‘UP’ pupils’ reading ages will be the same as the average and hopefully the same as their actual age.|
|English||Improvements in pupils’ PC data and in pupils’ assessment response percentages during the year, compared to the baseline reading assessment completed at the start of the year.||In order to assess whether Year 7 ‘UP’ pupils have ‘caught up’ with their peers and made improvements, PC data will be compared from PC1 to the final PC of the academic year, in addition to reading age data and assessment data.|
|5. Planned Expenditure 2017/18|
|Desired outcome||Chosen action / approach||What is the evidence and rationale for this choice?||How will you ensure it is implemented well?||Staff lead||Cost|
|Maths||Power of 2 Book||The book was used last year with year 7 students who had a scaled score of between 80 and 85, the feedback and data from this was that it was successful in raising the standards of numeracy.||Students will work through the power of 2 books during skills development lessons.
Students will work through Power of 2 books with 6th form students during form time.
|Maths Young Leader Awards||As part of the MYLA, students need to mentor their peers. We will use the MYLA students to mentor the students who achieved a score just below 100, with the thought that this small intervention will help close the gap.||EXS runs the MYLA and arranges the mentoring.
TQM will liaise with EXS re: topics being covered in mentoring sessions.
|Key Stage 2 Maths Equipment||Students not having the correct equipment is a barrier to their success.||TQM will liaise with primary schools to see how equipment is utilised in lessons.
TQM will liaise with teachers of 7G & W to implement the use of maths equipment in lessons.
TQM will purchase necessary equipment and distribute to relevant teachers.
KS3 Book Club
KS3 Homework Club
Sixth Form Mentoring
‘UP’ Pupil Revision Packs
SAM Learning Intervention contribution
KS3 Texts / Work Books
|There needs to be a range of ‘additional’ support to help pupils to ‘catch up’.
There will be after school and lunch time tutoring and support during lesson time, with additional interventions running outside of lesson time.
|Monitoring and tracking of specific pupils’ PC data.
‘Intervention Logs’ to complete when supporting KS3 pupils in lesson to monitor pupils’ progress – information from PCs to be added to these ‘trackers’ to highlight whether pupils have or have not made progress.
FES to monitor. Record on
|Reading coach / tutors to provide in-class support
|Pupils should make progress with more additional English support either in lesson / or outside.||PC checks
|Staffing||Contribution for responsibilities in Maths and English for Catch up.||Provide a range of support
Coordinate catch up
Evaluate catch up
Line management monitoring
PP and Literacy and Numeracy reviews
|Total budgeted cost||£ 17406|
|1. Review of expenditure|
|Previous Academic Year 2016/17|
|Desired outcome||Chosen action / approach||Estimated impact: Did you meet the success criteria?||Lessons learned
(and whether you will continue with this approach)
|English||To ensure that underperforming pupils, identified from KS2, make ‘good’ / ‘significant’ progress and ‘catch up’ with their peers, depending on pupils’ starting points.||Tutor/ reading coach)
|Improved levels of Literacy. See PC checks||Very successful and cost effective
Closer monitoring needed to track the progress of specific pupils.
|KS3 English Support Books
|Improved levels of Literacy. See PC checks||Evaluation from SENCo confirm that pupils made good progress in Skills Development lessons – and 7G / 82/EN2C pupils made good progress last year in English –Skills Development Literacy lessons have been mapped to the KS3 English Curriculum.
Amendments made to the Skills Development Literacy lessons in order to map them more suitably to the KS3 English Curriculum.
|Reading coach supported pupil’s AR lessons
|KS3 classes supported during AR lessons by an additional teacher made progress e.g. the number of books read and the number of AR quizzes taken and passed was high.||We could alter the staffing to enhance the value for money.
Closer monitoring needed to track the progress of specific pupils.
|Maths||To ensure that underperforming pupils, identified from KS2, make ‘good’ / ‘significant’ progress and ‘catch up’ with their peers, depending on pupils’ starting points.||Academic resources||Improved levels of Numeracy. See PC checks||Monitoring the use of the resources.
Focus on using those where evidence of success is clear.