Year 7 Catch Up Funding (2018 - 2019)

Funding allocation

The literacy and numeracy catch-up premium provides schools with additional funding to support year 7 pupils who did not achieve the expected standard in reading or maths at the end of Key Stage 2. It is provided to all state-funded schools with a year 7 cohort, including special schools, alternative provision (AP) settings and pupil referral units (PRUs). Gosforth Junior High Academy received £10,067 in the 2017-2018 academic year.


How we used the funding to help support our pupils

At Gosforth Junior High Academy, we used the catch funding in the 2017-2018 academic year in the following ways:

Targeted support
Use of small group teaching and primary teaching techniques in targeted classes to build up and re-enforce a strong skill base in reading, writing, spelling, comprehension and numeracy, giving students a toolkit of skills that allows them to access the mainstream curriculum more effectively.

Whole school literacy and numeracy
Whole school focus on students’ literacy and numeracy skills across the curriculum. All faculties ensure that literacy and numeracy are developed and enhanced within their curriculum. Additional literacy and numeracy will be delivered in registration time.

Whole school use of differentiation
A differentiated approach to learning ensuring that individual needs are met and that all students have access to an appropriate curriculum and are challenged to move forward.


Impact the catch up funding had on our pupils

Y7 maths intervention analysis 2017-18

30 pupils who had a Y6 standardised score of less than 100, began intervention in the autumn term.

  • 90% reached their Gosforth Junior High Academy target grade.
  • 48% were working at the expected level for a year 7 pupil by the end of the academic year.
  • 75% of the cohort were working at the age related expectations for a year 6 pupil.

5 students made excellent progress quickly, resulting in them been removed from the intervention group before the end of the academic year. These students were monitored closely and it is pleasing to say that only 1 student was re-added to the intervention group, the rest maintained the level required.

Y7 English intervention analysis 2017-18

32 pupils who had a Y6 standardised score of less than 100, began intervention in the autumn term.

  • 94% of pupils were meeting their Gosforth Junior High Academy target grade by the end of the year.
  • 60 % of pupils were secure in the age-related expectations in English for a year 7 pupil.

English Intervention was re-designed for 2017-2018 to coincide with the introduction of AQA KS3 tests. This helped pupils to prepare better for new assessment requirements and standardise practice.


How we intend to use the funding for the 2018-19 academic year

As well as continuing with the programmes used last year, we aim to build on the success in English and maths by incorporating key strategies to improve pupil outcomes and engagement.

English and targeted support will feature changes to the intervention focus, to target the individual needs of each pupil even further. These are:

  • Back to Basics – A key focus on literature/language style questions for use with AQA style assessments
  • Language Analysis – focuses on extracts from range of fiction/non-fiction extracts for close textual analysis and commenting on the effect of language.
  • SPaG – focuses on using key words taken from KS2 spelling lists. Pupils use these when writing a range of non-fiction/fiction texts accurately e.g. news reports/diary entries.
  • Introduction of the accelerated reader programme  (TBC)

Maths targeted support will feature changes to the intervention focus to target the individual needs of each pupil. These are:

  • Engaging students in real life problem solving, investigations and practical activities.
  • Exploring maths outside of the classroom through use of local providers such as mathstastic at the Life Centre.