Literacy and Numeracy Catch Up
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|
|Academic Year||2019/20||Date for next internal review of this strategy||After each PC collection (see school calendar)|
|Total Literacy Catch-up Pupils||60||Total Numeracy Catch-up Pupils||52|
|2. Current attainment|
|% of Maths Pupils who caught up||· 41 students did not make the expected standard in KS2 Numeracy assessments at the end of Year 6. 40 of these pupils still remained on roll at Wood Green Academy at the end of the 2018/19 academic year.
· By the end of Year 7, 25 of these students were judged to be “On Track” to meet their end of Year 11 target grade (62.5% of the cohort now “On Track”).
· 4 students successfully eliminated their gap in attainment, scoring above the average of the students who achieved a KS2 Numeracy score of 100 (expected standard).
· A further 34 students narrowed their attainment gap compared to the rest of the Year Group.
· In summary, 38 out of 40 students either eliminated or narrowed the attainment gap registered at KS2 by the end of Year 7.
% of English Pupils who caught up
|· 48 students did not make the expected standard in KS2 Literacy assessments at the end of Year 6.
· By the end of Year 7, 41 of these pupils were judged to be working either “on track” or “above track” towards their predicted GCSE grade in English (85% ‘on/above track’).
· Only 7 pupils within the cohort had not managed to close their attainment gap by the end of the academic year.
|3. 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-
· Low Levels of Literacy on entry to Year 7 (23% of Students below the Expected Standard)
· Low Levels of Numeracy on entry to Year 7 (20% of Students below the Expected Standard)
· 17% FSM, 30% PP, 27% EAL.
· Large SEND cohort.
· Parental support / parental engagement.
· Poor attitude to learning.
· Poor attendance / high levels of persistent absence.
· Periods of isolation / exclusion.
|4. 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 necessary progress to ensure that their current attainment levels at the end of the academic year is equal to the respective level of attainment for the cohort of students who achieved the expected standard in Numeracy at KS2 (100 scaled score).||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.||The ability to effectively measure this information is more challenging, as 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’ (underperforming) pupils’ readings ages (pupils who did not make the expected standard at KS2) to a level that is same as the year average and hopefully the same as their actual age.||An average reading age for pupils who did make the expected standard at KS2 will be calculated at the end of the academic year and it is hoped that ‘UP’ pupils’ reading ages will have increased to the same level.|
|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 2019/20
|Desired outcome||Chosen action / approach||What is the evidence and rationale for this choice?||How will you ensure it is implemented well?||Cost
|· Targeted intervention work for sub-groups of identified students on vle.MathsWatch.com.
· Work to be set by Key Stage 3 Manager so that it complements in-class learning based on the Scheme of Work and Assessment Cycle for Year 7.
|· Lunchtime sessions will be provided for students with access to iPads in order to facilitate the completion of set work.||£0. iPads are already purchased within the department and the MathsWatch subscription is already in place.|
|Power of 2 Book
Maths Young Leader Awards
|· The book focuses on the repetition of key skills, which is the same method used by many of our feeder school. Many primary schools are using the Singapore maths model of teaching, the idea being that key skills are repeated until a student have been successful at which time they move on.
· Targeted numeracy and mathematical literacy intervention for the students with the lowest overall scores across the three KS2 Maths papers.
· 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.
|· Students will work through power of 2 books with 6th form students during form time.
· KS3 Manager for Mathematics will monitor and continuously measure impact.
|£0 – Books (already purchased).
£250 – Rewards.
|Maths Equipment & Rewards||· Students without the correct equipment required to engage effectively in Maths lessons is a barrier to their success.
· Student rewards/awards for participation and completion of interventions.
|· KS3 Manager for Mathematics to appraise which PP students in Year 7 are without fundamental Maths equipment, with resultant bids to form the purchase of such items.||£300|
|Total budgeted cost||£550|
|English||Sixth Form Reading Mentoring||· This intervention was in place last year and worked effectively towards improving the reading ability and comprehension of the targeted students.||· Lead Practitioner for English / Literacy Lead Teacher to monitor and co-ordinate, liaising with the KS3 Manager in English regarding priority students. Regular staff communication to discuss the progress made by targeted students and the impact of this intervention on both short and long-term scales.||Cost of rewards for Sixth Form pupils.
|Bedrock Learning||· This new intervention will be integrated this academic year (2019/20) and will focus on improving pupils’ knowledge and use of vocabulary. These developments will also result in a positive impact on pupils’ reading ages.||· Academic Coach (JP) to monitor and co-ordinate, liaising with the KS3 English Manager regarding the selection of targeted students. JP to monitor progress made by pupils and analyse the impact of the intervention periodically and at the end of the academic year.||Cost of rewards for Sixth Form pupils.
|KS3 Boys’ Book Club||· This extra-curricular activity will continue this year as it engages boys in reading for pleasure and is monitored by the KS3 Manager in English.||· KS3 Manager for English will record the attendance of pupils at this club.
· Letters will be sent home to parents in order to invite students and request their support in encouraging their child to take up the opportunity.
· KS3 Manager will contact the HOY, SSM, PP SSM and parents if pupils do not attend.
|Cost of new reading books: £200
Cost of refreshments: £100
|Literacy Support / Resource Packs||· Every pupil who did not achieve the expected standard at KS2 will receive a ‘Literacy Pack’. This will include a reading book based on pupil preference/interests. The pack will also consist of other useful resources such as textbooks / workbooks /revision guides.
· Rationale: pupils are being provided with equipment to develop their knowledge of the subject and to develop their reading skills. They can engage with this material at home or at school (in the Book Club and Homework Club).
|· KS3 Manager for English to organise the distribution of revision packs.||Cost of: Wallets/ Stationery/ Reading Books/textbooks/ revision guides/ miscellaneous resources e.g. posters, terminology cards.
Cost of: ‘Rewards Box’ contents – to incentivise and reward pupils for completing tasks set by English KS3 Manager.
|KS3 English Homework Club||· All of the Year 7 students who did not achieve the expected KS2 standard will be invited to attend KS3 English Homework Club.
· Sixth Form students will also be invited to attend the Homework Club to support Year 7 pupils during the sessions. They will be provided with literacy resources to help improve pupils’ literacy skills.
· Pupils could also complete SAM Learning tasks using the English Department’s iPads / laptops during this time.
· The rationale for this choice is that some of these pupils may need to be encouraged to complete homework and may require access to a positive learning environment in which to complete it. They will also receive support from a member of the English department to ensure that all homework is completed to a high standard.
|· Attendance to these sessions will be monitored.
· Monitoring of the completion of homework by pupils (Class Charts).
· A letter will be sent home to inform pupils’ parents of this intervention. KS3 Manager will contact the HOY, YL SSM and PP SSM and parents if pupils fail to attend.
|Cost of refreshments: £100
Cost of rewards for Sixth Form Mentors:
|Literacy SAM Learning Tasks||· All Year 7 pupils who did not achieve the expected standard at KS2 will be asked to participate in English / Literacy SAM Learning activities at points during the academic year
· This program is available to pupils in school and at home and will provide additional support in order to improve their literacy skills.
· Pupil participation and progress can be tracked and monitored effectively on this platform.
· The e-learning can target a large pupil cohort.
|· English KS3 Manager to monitor task completion.
· KS3 Manager to liaise with Head of E-Learning.
|Cost of rewards for task completion.
|Theatre Visit||· KS3 Manager to organise a theatre visit for all of the Year pupils who did not achieve the Literacy expected standard at KS2.
· Rationale: to engage with pupils with the subject and to develop their ‘Cultural Capital’. This should also have a positive impact on their reading ages as they should be able to access the contexts of the texts.
|· FES to evaluate the success of the trip and collect pupil feedback / evaluations, alongside feedback from other members of staff who attend the trip.||Cost of: theatre tickets, pupil refreshments and transport.
|Staffing||Contribution for responsibilities in Maths and English for Catch up. (KS3 Managers for English and Maths)||· Provide a range of support
· Coordinate catch up
· Evaluate catch up
· Additional staffing
· Smaller classes
|· PC checks
· Line management monitoring
· Department reviews
· PP and Literacy and Numeracy reviews
· Governors reports
|Contribution towards Academic / Reading Coaches||· Academic coaching team has been restructured following the launch of The Learning Hub. English Academic Coach will provide effective intervention in contributing towards the improvement of reading ages and literacy skills.||£4000|
|Total budgeted cost||£17,406|
|5. Review of expenditure|
|Previous Academic Year 2018/19|
|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.||KS3 Boy’s Book Clubs||· This was supervised and run by the KS3 English Manager at lunchtime, who could provide effective support and intervention during the book club.
· The purpose of the Book Club was to encourage boys to read for pleasure regularly and to read books associated with their personal interests.
|· To be repeated this year (2019/20).
· Closer monitoring needed to track the progress of specific pupils (reading age data and PC data).
· Books to be purchased for pupils based on their personal interests in order to encourage pupils to increase the amount of time they invest in reading.
· Refreshments will be purchased to incentivise attendance to the extra-curricular provisions.
|Cost of refreshments: £100
Cost of texts: £0
(already purchased in previous academic year).
|Sixth Form Mentoring||· Sixth Form students delivered coaching, tutoring and mentoring to the pupils who did not make the expected KS2 standard in English.
· The coaching provided an opportunity for additional support to develop pupils’ reading and comprehension skills.
Sixth Form students were offered rewards to deliver coaching and mentoring to the pupils who did not make the expected KS2 standard in English. The coaching provided an opportunity for additional support to develop reading skills and comprehension.
|· To be continued this year (2019/20). Sixth Form students to be invited to run similar tutoring this year.
· Focus on implementing a structured program to ensure maximum impact.
· Rewards to be purchased for Year 7 pupils to incentivise their attendance to these sessions.
|Cost of refreshments: £100|
|Literacy Support Resources||· Literacy equipment (workbooks / textbooks and texts) were purchased in order to support pupils in their learning in English and to encourage them to read for pleasure.||· To be continued this year (2019/20).
· Literacy Support Packs will be further developed to ensure that the pupils who do not meet the expected standard at KS2 are well prepared for their English lessons. The support packs will ensure that pupils can engage effectively with any English work or homework set.
· Rewards to be purchased for Year 7 pupils to incentivise their participation with this intervention and staff to monitor more vigorously pupils’ participation during the year.
|KS3 English Homework / Support Club||· To provide support for Year 7 pupils who did not achieve the expected standard at KS2. The club is advertised to all Year 7 pupils; however, the “UP” pupils are invited to attend as a priority.||· Rewards will continue to be purchased this year, for Year 7 pupils, to incentivise their participation with this intervention and staff to monitor pupil participation levels more vigorously this year.||£100|
|Maths||To ensure that underperforming pupils, identified from KS2, make ‘good’ / ‘significant’ progress and ‘catch up’ with their peers, depending on pupils’ starting points.||MYLA||· The MYLA project continues to develop the skills of both pupils who did not meet the expected standard at KS2 in Mathematics and their higher-ability mentor peers.||· To be continued this year. Staff to ensure that a structured plan is implemented and that students are rewarded for the progress that they make. Refreshments to be purchased to encourage students to attend the sessions and in recognition for the support delivered by the student coaches.||£350|
|Power of 2 Books||· Sixth Form coaches worked through the Power of 2 resource with the pupils who did not make the expected standard at KS2 during form time. This provided an opportunity for additional subject support to embed pupil comprehension of topics covered during lessons.||· The resource has been invested in and will be utilised again this academic year. Rewards were and will be continued to be purchased in recognition of the support time invested by Sixth Form mentors.||Cost of books: £176 (8x £22)
£200 – Rewards.
|Resources & Equipment||· Mathematical resources and equipment were purchased, including scientific calculators, to ensure that pupils did not face any barriers in accessing content covered during Maths lessons. The equipment also ensured that students had resources available to complete any homework tasks to a high standard.||· We will invest in resources again this year to support the learning and progress of pupils in both lesson time and extra-curricular intervention programmes.||£300|
|Staffing||To ensure that underperforming pupils, identified from KS2, make ‘good’ / ‘significant’ progress and ‘catch up’ with their peers, depending on pupils’ starting points.||Contribution for responsibilities in Maths and English for Catch up.||New KS3 Manager for Mathematics has been appointed in September 2018. KS3 Manager for English remains as per the 2017/18 academic year. Staff in respective posts to ensure that effective intervention is implemented and monitored.||Maths and English KS3 Managers to utilise funding to implement effective intervention throughout the academic year to ensure that all pupils who did not make the expected standard at KS2 in Maths and English “catch-up” with their peers by the end of the 2018-19 academic year. Regular monitoring by way of the following:
· PC checks / internal data analysis
· Line management monitoring
· Department reviews
· PP and Literacy and Numeracy reviews
· Governors reports
|Contribution towards Academic / Reading Coaches||Academic coaching team has been restructured this year following the launch of The Learning Hub. Reading coaches provided effective intervention in contributing towards the improvement of reading ages and literacy skills.||Greater use of Sixth Form students to provide an opportunity to develop student CVs to aid their entry into higher education. Staff hours to be utilised effectively to ensure maximum impact towards the continuation of pupil progress.||£5000|
|Total budgeted cost||£17,406|