Quick Links

Quick Links

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 recieved 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.


Mathematics
In maths, the money was used to ensure that the Y7 set containing the weakest students was double staffed with two maths teachers for every lesson. In addition, a mentor who is employed specifically to support in mathematics and she was deployed to work with the next weakest group. The impact of the interventions last year is shown below.


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

Progress Statement Number Percentage
Exceptional 8 14%
Expected 27 47%
Working Towards 16 28%
Less Than 7 12%

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 using SEN expertise. In 2016-17 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 reading and spelling ages was used to set the pupils. A special ‘literacy booklet’ was worked through with students which supported the learning of basic skills.

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. An extra teacher supported 7X3 twice a week for the year. This teacher also provided intervention for small, targeted groups of year 7 during the summer term focussing on improving basic skills to enable greater access to the curriculum. As a result, progress for those that came in to school below expected standard in achieved the following progress statements at the end of Year 7.


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

Progress Statement Number Percentage
Exceptional 4 5%
Expected 57 70%
Working Towards 19 23%
Less Than 1 0%


In 2016-17, the weakest Y7 group was taught by a transition specialist with experience of KS2 teaching. All students have again completed a baseline assessment. It is now 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. Three groups of year 7 pupils will be given extra literacy lessons. These students will use Literacy Progress Units designed to improve literacy by focussing on specific skills. Their progress will be monitored through assessment. N.B. this is literacy intervention, rather than specifically English. Historically our lower ability pupils have attained comparatively well: for example, the best residuals in the faculty at GCSE this year were sets 4 and 5.