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Year 7 literacy and numeracy Catch Up Premium Report
Year 7 Literacy and Numeracy Catch-Up 2018/19
The Literacy and Numeracy catch-up premium gives schools additional funding to support Year 7 students who did not achieve the expected standard in reading or Mathematics at the end of key stage 2 (KS2).
The national curriculum tests at the end of KS2 are administered in Mathematics, English reading and English grammar, punctuation and spelling. Scaled scores have been used to report the results of these tests since 2016.
A student’s scaled score is based on their raw score, which is converted into a scaled score, to ensure accurate comparisons of student performance over time. Every scaled score represents the same level of attainment for a student each year. A scaled score of 100 will always represent the expected standard on the test. Students scoring 100 or more will have met the expected standard on the test. The range of scaled scores available for each KS2 test is the same and will stay the same in future years:
• 80 is the lowest scaled score that can be awarded
• 120 is the highest scaled score
A student awarded a scaled score of 100 or more has met the expected standard in each test.
A student awarded a scaled score of 99 or less has not met the expected standard in the test.
This document identifies catch-up strategies and interventions, which are specifically aimed at students in Year 7 who are behind in literacy and numeracy. Low attainment is defined as attainment below age-related expectations in a particular curriculum subject or skill. This includes basic skills such as reading and numeracy.
“The money is to be used by schools to deliver additional tuition or intensive support in small groups, giving students valuable support to bring them up to speed so that they are more likely to succeed at secondary school. The funding will not be ringfenced for catch-up activities but we expect that this funding is used for additional literacy and numeracy catch-up during Year 7, given that this can make a critical difference to students at this important stage.” (DfE Website)
The focus is on high impact strategies that will bring about quick and sustainable improvements in literacy and numeracy for identified students. The list below shows specific provision offered in 2017-2018, which will continue to be offered in 2018- 2019:
Students follow a literacy and numeracy rich differentiated curriculum, enabling them to develop the skills to fully access the curriculum and close gaps in their skill development, learning and progress. Some students have intervention lessons in speech and language, which focus on closing gaps in basic literacy skills. Class sizes are small in these sessions to accommodate the needs of students who require catch up. This has proved successful in improving student application of phonic skills and increasing the frequency of students reading aloud to others. Reading tests are completed by all students to access the impact of interventions. Literacy focus in family group time. Reading and Extended writing strategies across all subjects with training on feedback given to all staff
Homework and home reading support
Teaching assistants run a homework club, accessed by those who do not have a home environment conducive to homework. This ensures that these students are not disadvantaged. Some students are guided to attend this.
Relevant teaching assistants are trained and skilled in teaching the development of literacy skills. All staff draw upon the best practice and strategies shared by our specialist provision. ‘Words First’ assessments are undertaken and a profile created which highlights the needs of students. This raises staff awareness of student’s capabilities. Staff meet regularly to review progress, strategies and update provision. A subject specific vocabulary list (knowledge organisers) is created for all subjects and shared with students.
Teaching and learning
Lesson plans are based on assessment of student progress and learning needs. Teachers share lesson plans and data from marked work with each other and support staff. Planning also identifies specific areas of focus for all support staff within lessons. Teaching and support staff frequently triangulate information that is used to inform planning, interventions and the identification of focus groups. Students continually self-assess and reflect on the progress they are making in relation to their learning outcomes. This ensures that support is more timely. Co-construction, modelling and scaffolding are used to teach and develop skills, balanced with group, pair and independent work. Most extended writing is completed independently. Teaching assistants assigned for lower ability groups to support numeracy. Teaching assistants placed into lower ability English groups to support year 7 students who are below expected level in literacy.
Using KS2 data to identify and target pupils with low confidence in numeracy, the programme was designed to spark enthusiasm, promote engagement and build confidence in using every day functional maths - working with interactive, problem solving games and activities. The programme uses year 10 Maths Ambassadors to support learning within year 7 and to generate a love of learning maths. This programme also encourages Year 10 Maths Ambassadors to develop key leadership skills, consolidate their own knowledge and build positive relationships with KS3 pupils; by volunteering as peer mentors during these morning intervention sessions.
Within maths lessons, pupils across all year groups engage with and benefit from competing in the 10 minute Numeracy Ninja challenge 2-3 times per week. They particularly enjoy using the leader board to see progress made as they achieve new Ninja Belts!
In year 7 a specific group is created of those that have not met the threshold in primary and a specific programme is generated to enable the pupils to accelerate their progress.
Numeracy Across the Curriculum
INSET for all staff has seen the development of numeracy across the curriculum – linking a designated maths teacher to all curriculum areas; ensuring a consistent school wide teaching approach to key numeracy skills.
Success shows that most pupils in this group have caught up to primary expected standard by the end of year 7. There are some pupils that were significantly below, and these have also made good progress.
Thinking Reading: This programme works with pupils who have very low literacy levels in relation to their age. Currently there are 10 pupils receiving 1-1 tuition on an intensive programme which aims to bring them in line with their peers. We hope by the end of term this programme will expand to 12 pupils and that in house expertise will, by the end of the year, train up more staff members so that we can help more students.
Year 7 and 8 Decoding intervention: We have created small groups (>8) of weak decoders who are following a Direct Instruction Corrective Reading scheme.
‘Reading Club’ will take place after school. This will be run by our Teaching Assistants and will consist of one small group for each of these year groups: 7, 8, 9 and 10. These groups will read quality young adult fiction/ modern classics with a TA with the aim to rapidly boost their reading skills, build their confidence and increase their ability to access texts across the curriculum.
Form Time Reading takes place once a week in form time. Year 7 are reading abridged Classics, year 8 are reading. The Magic of Reality and year 9 A little History of the World. This is a whole school strategy where pupils read aloud. Pupils develop their reading skills while also raising their cultural capital and boosting their vocabulary and background knowledge through having access to high quality reading material.
In all subject areas literacy is being promoted in a variety of ways. All subjects will teach vocabulary explicitly with a focus on academic, formalised terminology. Sentence Practice ensures the deliberate practice of subject specific target language to build vocabulary and written fluency across all subjects. There is a drive to increase the amount of reading in lessons and ensure that whenever information can be disseminated via text, it should be.