Catch-Up Premium

 

Yr 7 Catch-Up Overview and Impact 2017-18

 

  • Maths – 68 students in year 7 with a scaled KS2 result of 99 or below                 
  • English – 49 students in year 7                
  • 76 students arrived with KS2 Average below 100

 

 

Intervention

Impact

English

Set 3 English Groups

49 students with a reading score of below 100 in KS2 reading were taught in 3 groups (typically 17 students per group) by a specialist KS2/KS3 English teacher. Specialist ‘Primary to Secondary’ resources used

Positive transition from KS2 to 3.
STAR Reading shows on average a 9 months reading improvement during a 7 month calendar period

Goal Group

Literacy intervention targeted at Yr 7’s in English Set 3. Students attend two mornings a week during form time and focus on inference exercises and writing workshops

STAR Reading tests show that average RA growth is 9 months for students who have attended goal group and are in Set 3 English.

Lexia

A computer literacy programme which addresses decoding skills. 27 students were identified to be involved in this intervention.

Impact data collected from STAR Reading Tests - Avg improvement in reading age following the 7 month programme is 15 months (the general yr7 population have made 9 months’ progress over the same time)

Accelerated Reading

Aimed at all year 7 and 8 students

Over the 4 months from September to January, the year 7 cohort as a whole made 9 months' reading growth and the year 8 cohort as a whole made 6 months reading growth.

Our Y7 PP students have made an average of 9 months' reading growth and SEND students have made an average of 14 months' reading growth.

Our Y8 PP students have made an average of 1 months' reading growth and SEND students have made an average of 2 months' reading growth.

Autumn to January testing shows that Werneth Students are making higher than average growth compared with students of the same ages and abilities using Accelerated Reader in the UK.

Maths

 Targeted work based on RAISE analysis of KS2 performance, using Pixl resources (Mini tests and Therapies)

Smaller intervention groups which access additional intervention time – targeted work to address common gaps for a student achieving below 100.

Form Time intervention groups

47/51 students have improved with ‘Addition’
44/48 have moved forward with ‘Multiplication’
55/59 have improved ‘Number & Place Value’

38/68  students, through Teacher Assessment are working AS and a further 19/68 have made progress towards working AS

Out of the 68 identified at the start of the year, 57 have made progress (84%). 19 (28%) have made "excellent" progress (overall >15% increase in their test scores) a further 19 (28%) have made "good" progress (overall >10% increase in their test scores)

 

Pastoral intervention (form teachers)

 

Autumn Term

Spring Term

Students who were underachieving in certain areas, e.g. not achieving in 5 subjects (grade 4 or above) including English and/or Maths, were targeted for a programme of intervention designed by H Massey and delivered via the form tutor.
The intervention ran for 5 weeks across the Spring 2 term and each student was expected to track their progress and consider both their achievement and their attitude to learning in a booklet and via comments collected from their teachers. They completed all work under the guidance and supervision of their form tutor. All form tutors received guidance and a set of notes on how to complete each task or challenge with the students. The programme was called ‘Get Set for Success’ and was only completed by targeted individually rather than the whole year group. We wanted these students to be ‘switched on’ to the fact that they were underachieving rather than doing blanket intervention.
When students collected positive comments from their teachers and made improvements then this information was sent home to parents/carers via the students.

5 or more inc English and Maths

63.7% (137)

65.1% (140)

5 or more inc English ONLY

5.6% (12)

9.8% (21)

5 or more inc Maths ONLY

1.4% (3)

2.3% (5)

5 or more no English or Maths

2.3% (5)

4.7% (10)

Less than 5 subjects at grade 4-9

27% (58)

18.1% (39)

Less than 5 inc English and Maths

1.4% (3)

0%

Less than 5 inc English ONLY

7.9% (17)

5.1% (11)

Less than 5 inc Maths ONLY

4.2% (9)

0.9% (2)

Less than 5 no English or Maths

13.5% (29)

12.1% (26)

 

 

 

How successful was the intervention at closing the gap between ‘catch-up’ and ‘other’ students? 

Please summarise the impact  (attach additional information e.g data/questionnaire results where necessary)

Please use qualitative and quantitative data to evidence the impact.

 

 

Autumn Term

Spring Term

5 or more inc English and Maths

63.7% (137)

65.1% (140)

5 or more inc English ONLY

5.6% (12)

9.8% (21)

5 or more inc Maths ONLY

1.4% (3)

2.3% (5)

5 or more no English or Maths

2.3% (5)

4.7% (10)

Less than 5 subjects at grade 4-9

27% (58)

18.1% (39)

Less than 5 inc English and Maths

1.4% (3)

0%

Less than 5 inc English ONLY

7.9% (17)

5.1% (11)

Less than 5 inc Maths ONLY

4.2% (9)

0.9% (2)

Less than 5 no English or Maths

13.5% (29)

12.1% (26)