Year 7 Catch Up Funding (2019 - 2020)

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 £12,200 in the 2018-2019 academic year.

How we used the funding to help support our pupils
At Gosforth Junior High Academy, we used the catch funding in the 2018-2019 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 pupils a toolkit of skills that allows them to access the mainstream curriculum more effectively.

Whole school literacy and numeracy
Whole school focus on pupils’ 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 pupils have access to an appropriate curriculum and are challenged to move forward.

Purchasing resources
Use of new texts in English to promote engagement in reading as well as challenge to all pupils. The use of supplementary maths revision aids, to help pupils develop their reasoning skills during maths lessons.

Year 7 Maths Intervention 2018-19

Background
The catch-up intervention has consisted of a KS3 maths teacher, a KS3 science teacher and a KS2 teacher taking small groups of pupils for intervention who did not meet the expected standard in year 6.

The focus of the groups was to support pupils in their learning of the Y7 programme of study and use real-life problem solving, investigations and practical activities in booster lessons.

Groups
Intervention sessions concentrated specifically on the pupils’ needs and as such pupils were grouped according to the area in which they most needed to improve. Arithmetic skills were strong from year 6 so it was decided that reasoning was the most significant area for pupils to develop. 

Impact the catch up funding had on our pupils
31 pupils who had a Y6 standardised score of less than 100, began intervention in the autumn term.

  • 81% were working at the age related expectations for a year 7 pupil by the end of the academic year. (results derived from GL standardised assessment, externally marked and validated against a large population of the UK)


Y7 English intervention 2018-19

Background

English intervention, which was launched during the academic year 2018-2019, was redesigned to coincide with the changes made to the English curriculum at KS3. New class novels were embedded in to the curriculum to engage students and to promote enjoyment in reading whilst suitably challenging pupils. The class novel was differentiated to suit the needs/ability of the pupils in the class and many continued to explore other texts by that particular author in their own time or during library lessons.

Both intervention sessions and English lessons aimed to enhance the skills pupils will need to access the wider world and made cross-curricular links to ensure that pupils understand the importance of English within the curriculum. Assessment was updated in order to bridge the gap between KPIs (used to monitor progress at KS3) and the AQA Assessment Objectives (used in GCSE English Language and English Literature).Pupils, as a result, enjoy an engaging and informative curriculum with rigor and teachers are able to monitor pupil progress carefully and thoroughly prepare pupils for the skills needed in KS3 and KS4 and beyond.

Groups
Intervention sessions concentrated specifically on the pupils’ needs and as such pupils were grouped according to the area in which they most needed to improve: SPaG, 'back to basics' focussing on literature and language skills using a novel as a key spellings or developing language analysis and essay writing. English lessons supported intervention sessions with the introduction of library lessons and activities to help nurture a love of reading. In the summer term, a trip to the theatre was organised to see ‘Tom Gates’ live on stage, which provided another opportunity to develop enjoyment in English.

Impact the catch up funding had on our pupils
28 pupils who had a Y6 standardised score of less than 100, began intervention in the autumn term.

  • 82% were working at the age related expectations for a year 7 pupil by the end of the academic year. (results derived from GL standardised assessment, externally marked and validated against a large population of the UK)

How we intend to use the funding for the 2019-2020 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 
  • Off-site educational visits to promote learning and engagement in the subject
  • Development of a lunch time reading club.

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
  • Regular celebrations of pupils effort through the mathlete digital badges and prizes
  • Modified KPI assessments for our weakest learners in Y7 focusing on key skills