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St John's Fisher

Year 7 Catch Up Funding

Year 7 Catch-Up Premium


In 2015-16, the school received £13,500 in funding to support those students who did not achieve the expected standard in reading or mathematics at the end of key stage 2. In 2016-17 the school received the same funding as 2015-2016 but was adjusted in percentage by the cohort size, this totalled £15000. In 2017-18 the amount of funding the school received was £15,153. This money was added to from our internal funds for raising standards within the school budget to fund the strategies detailed below. To date the DFE have not released details of the funding for 2018-2019, we as a school will continue to release internal funds for raising standards for pupils who fall below the expected standard in reading and mathematics from KS2 to support initiatives as outlined below.


Mathematics
In maths, the funding received was used to reduce class sizes for weaker students.  The class with the weakest students was staffed by two Maths teachers to allow for extra support.  A one-to-one mentor was also attached to the two weakest maths classes.  

Targeted intervention was used throughout the year to support Year 7 pupils who fell behind their expected progress on key assessments.  The intervention was set through the ‘mymaths’ website; the license for which is paid for using the catch up funding.  

The Maths Mentor coordinated the 'Times table challenge' which was used on a weekly basis to boost the multiplication skills of Year 7 students.


43 Students on entry achieved less than 100 (expected standard) in mathematics at the end of KS2

The table below shows the outcomes of the 43 students in mathematics at the end of Year 7 in 2017-2018

Progress Statement

Number

Percentage

Exceptional

12

28%

Expected

22

51%

Working Towards

7

16%

Less Than

2

5%

In maths, a similar strategy will be applied to Y7 in 2017/18 as was applied in the previous year.


English
In English, the funding received was used to reduce class sizes for weaker students and to provide extra one to one support. The weakest group, 7X4 was double staffed to create extra support. In 2017-18 Year 7 were taught as mixed ability groups for the first half term. During this time they were given a baseline assessment and that data alongside KS2 scores and reading ages was used to set the pupils.

The Literacy Co-ordinator created 3 groups of pupils in most need based on all the data available which followed the Literacy Enhancement programme using the
Literacy Progress units. Each group had a 12 week slot in which to work on foundation skills such as inference in reading.

65 Students on entry achieved less than 100 (expected standard) in reading at the end of KS2

The table below shows the outcomes of the 43 students in English at the end of Year 7 in 2017-2018

Progress Statement

Number

Percentage

Exceptional

10

15%

Expected

38

58%

Working Towards

13

20%

Less Than

4

6%


In 2017-18, the weakest Y7 group was taught by a transition specialist with experience of KS2 teaching. It is policy that the least able will study, as far as possible, the same texts as other groups. This is in preparation for the challenge of the texts they will come across at GCSE. However, teachers differentiate according to the needs of the class. The Literacy Co-ordinator will work with the KS3 Co-ordinator moving forward to provide extra support and intervention during form periods.