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 to support Year 7 students who did not achieve at least level 4 in English or Maths at the end of Key Stage 2 (KS2). In 2016 the eligibility criteria for catch-up funding was revised to reflect the changes to the end of KS2 assessments. Students are now eligible for funding if they enter the Academy with an average score of below 100 in either of these subjects. Funding is designed to ensure that students who have not achieved their potential at KS2 are not disadvantaged by this and are provided with additional support to ensure they have the same equality of opportunity as their peers by the time they leave compulsory education.

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.

Our Vision

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.

Funding

Schools are free to spend the Catch-Up Premium as they see fit within specific parameters.

For 2017-18 we received £14,959.

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.

Impact

At Walker Riverside Academy we assess the individual needs of each of the students who attract the Year 7 catch-up premium to decide the best way to use the funding. We select programs and approaches that we know are effective at raising attainment and encouraging progress. We firmly believe that successful spending should lead to raising standards, the narrowing of the achievement gap and the broadening of opportunities for the most disadvantaged students. It is important that we continually review how well we are spending our allocation of the Yr 7 catch-up funding and also consider how we could spend it more effectively so that achievement gaps are narrowed and outcomes are improved.

Allocation of Catch-Up Funding 2018-19

As of yet, the total amount of funding for this academic year has not been released. However, it is anticipated that the allocation for the Academy will be largely comparable to 2017-18. Funding will be adjusted to reflect the percentage change of the new cohort based on the 2018 census data.

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 will be used to support eligible students in the following ways:

→ Appointing a member of staff to support, track and monitor the progress of these students;

→ Providing additional Maths and English support for eligible students by the use of one to one peer tutoring sessions as an intervention tool one morning a week;

→ Providing numeracy and literacy booster sessions to parents and carers of all eligible students so they are able to confidently support their child’s learning at home;

→ Ensuring a continued commitment to the whole school numeracy and literacy policy across all subject areas;

→ Using the Accelerated Reader Program as an intervention tool to improve student engagement and support students with low reading ages;

→ Ensure continued provision of Rise and Read facility as an intervention tool to support students with low reading ages four mornings a week;

→ Continue commitment to promoting oracy across the curriculum and develop a whole Academy oracy policy.

Measured impact

Results analysis of the achievement of the students involved in this programme shows that the interventions put in place had the following impact.