LITERACY AND NUMERACY CATCH-UP FUNDING
Year 7 Literacy and Numeracy Catch-Up Premium
The Literacy and Numeracy Catch-up Premium gives schools additional funding from the Department for Education to support our Year 7 students who did not achieve at least the national expected level in reading and/or mathematics at the end of Key Stage 2. This year, any students who scored below 100 were considered to be below the standard needed for secondary transfer. The funding is used to provide literacy and numeracy support to enable students to ‘catch-up’ as quickly as possible in order to provide maximum opportunity to succeed at secondary school.
The wider aims of the catch-up funding include:
→ To increase social mobility;
→ To enable students from disadvantaged backgrounds to get to the top universities;
→ To ensure that students from all backgrounds have an equal opportunity to be successful;
→ To reduce the attainment gap between the highest and lowest achieving students nationally.
At Walker Riverside Academy we believe in narrowing the educational achievement gap and want all of our students to achieve highly and fulfill their potential. In order to do this, it is vital that this identified cohort catch up to their peers as quickly as possible as so much of a student’s achievement across the curriculum is dependent on their mastery of numeracy and literacy.
Schools are free to spend the Catch-Up Premium as they see fit within specific parameters.
► For 2018-19 we received £15,689.
This was used to provide a comprehensive support program for the identified students which included:
→ Providing resources for the Literacy curriculum;
→ Purchasing Accelerated Reader software;
→ Using the Accelerated Reader Program as an intervention tool to support students with low reading ages;
→ Purchasing additional texts and resources to support students with low confidence and reluctance in reading, writing, spelling and numeracy;
→ Developing and investing in a whole school literacy and numeracy policy and embedding these skills across all subject areas. All departments ensure that literacy and numeracy are developed and enhanced within their curriculum;
→ Providing experienced staff and LSAs to facilitate a ‘Rise and Read’ targeted intervention programme providing additional literacy support to identified students with low reading ages;
→ Investing in whole school oracy training and developing these skills across the Academy.
Allocation of Catch-Up Funding 2019-20
► For 2019-20 we received £15,981.
After reviewing and evaluating the impact of previous initiatives, the information gathered has been used to restructure and strengthen some aspects of our intervention programme for the new academic year. Funding for the current academic year will be used to support eligible students in the following ways:
→ Appointing a senior leader to support, track and monitor the progress of these students;
→ Implementing a whole school reading programme 4 days of the week where every student across the Academy actively engages in a 20-minute reading session at the start of the day;
→ Providing additional maths and English support for eligible students in registration programmes of study one morning a week with a qualified maths and English teacher;
→ Purchasing Lexia and MethodMaths software to support student numeracy and literacy skills aiding learning and progress;
→ Ensuring a continued commitment to the whole school numeracy and literacy policy across all subject areas;
→ Continue using the Accelerated Reader Program as an intervention tool to improve student engagement and support students with low reading ages; and
→ Ensure continued provision of Rise and Read facility as an intervention tool to support students with low reading ages four mornings a week.
The 2018/19 results analysis of the achievement of the students involved in this programme shows that the interventions put in place had the following impact:
→ 44/54 students were either on target or above target for their end of year pathway progress teacher assessment for English;
→ 46/54 students were either on target or above target for their end of year pathway progress teacher assessment for maths.