Year 7 Literacy & Numeracy Catch-Up Premium
In January 2013 the government launched a new initiative to provide additional funding to schools for each Year 7 student who did not achieve at least level 4 in the Key Stage 2 National Curriculum tests in reading and/or mathematics.
The purpose of this funding is to enable schools to deliver additional support, such as individual tuition or intensive support in small groups, for pupils who need it most.
In the academic year 2015/16, we received an total of £11,500; we are likely to receive a similar amount in 2016/17 (current academic year). This funding is used to support the students in year 7 in order to assist in bringing them quickly up to speed so that they are able to fully access the curriculum and reach their full potential at school.
The nature of the support for these pupils at Victory includes the following:
- An extended transition period in joining the academy – all Year 6 students are welcome to join us for the final 2 weeks of the summer term (subject to the agreement of their primary headteacher)
- Additional mathematics and English lessons on the curriculum to accelerate progress
- A trained librarian who delivers literacy catch-up sessions and a library assistant, who supports this delivery
- Targeted numeracy support delivered by our HLTAs in mathematics, including us of Maths Whizz to pinpoint specific gaps in knowledge which need development
- An early start (for all students) to Key Stage 4 to enable students to have additional time to excel in their chosen subjects
Impact Data for the Catch-Up cohort of students who completed Key Stage 3 (2015):
On average, in English, students who received Catch-Up Funding made more progress than the national average. 70% made at least expected progress and 60% made above expected progress.
In mathematics, students made (on average) more progress than the national average.
Impact Data for the Catch-Up cohort of students who completed Key Stage 3 (2016):
In English, pupils who received Catch-Up Funding made over 3.5 sub-levels of progress, in line with national expectations.
In mathematics, 50% of the students made at least expected progress and 33% above expected progress – higher than the national figures.