Ullswater Community College
Year 7 Numeracy and Literacy Catch up premium funding
2016
September 2016
Year 7 Literacy and Numeracy catch up premium statement: Ullswater Community
College
The Year 7 literacy and numeracy catch-up premium grant is paid under Section 14 of the Education Act 2002. In accordance with this act the school receives
additional catch up funding of £500 for each pupil who has not yet achieved level 4 in reading and/or maths at key stage 2. This funding aims to help those
pupils to ‘catch up’ with their peers during their first year in secondary school.
In 2015-16, Ullswater Community College was allocated ₤25,000 Year 7 Literacy and Numeracy catch up funding.
Year 7 literacy and numeracy catch-up premium
This report will focus on the following areas;
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Details of how last year’s allocation was spent (2015-16)
How the 2015-16 allocation made a difference to the attainment of the pupils who qualified for the funding.
The funding allocation for the current academic year (2016-17)
Details of how we plan to spend this money
Details of how 2015-16 allocation was spent:In 2015-16 there were 50 pupils who had not yet reached the required levels of Numeracy and Literacy at KS2, equating to £25,000 of funding.
This funding was used to support the following;
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Small group provision in maths and English as part of their normal curriculum time (8 hours per week)
Small group additional targeted intervention in Maths delivered by subject specialist.
Literacy intervention using Guided Reading Programme and Launch the Lifeboat Spelling programme.
Sixth Form Paired Numeracy Mentors
Allocated additional teacher time for intervention.(1 hour per week)
Paired Reading programme.
Proportion of Assistant Headteacher (Inclusion), time to track and monitor Paired Reading programme.
Supported reading during registration.
September 2016
How the 2015-16 allocation made a difference to attainment:Numeracy:
25 students were targeted, all of whom achieved less than level 4 at the end of Key Stage 2.
By the end of Year 7;
:
 2 students made above expected levels of progress
 11 students made expected level of progress
 12 students were below their expected levels of progress
Attainment was measured through teacher assessment.
Literacy:25 students were targeted .using both their KS2 scores and the Reading and Spelling test taken by all Year 7 students in September
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11 students took part in the 15 week Paired Reading Programme. 9 students improved their reading age by the end of the 15 weeks. Of those 9
students, the most progress made was 50 months increase in reading age and the least was 8 months improvement.
2 students did not improving their reading age.
7 students undertook the Lifeboat Spelling programme. All students improved their spelling age; 1 student made 7 months progress, 2 student made
9 months progress, 1 student made 15 months progress, 1 student made 17 months 1 student made 18 months progress and 1 student made 24
months progress. The average for the group was an improvement of 14months in their spelling age.
7 students followed a guided reading programme and the Lifeboat Spelling programme. 5 students improved their spelling age; 1 student improved by
3 months, 2 students improved by 6 months, 1 student improved by 15 months and 1 student improved their spelling age by 22 months. Only 2/7
students improved their overall reading age; 1 student improved by 10 months and 1 student improved by 20 months.
2 students followed a basic literacy programme. Both students had improved their spelling age by the end of the programme; 1 student improved by 6
months and 1 student improved by 12 months. 1 student improved their overall reading age by 6 months.
By the end of Year 7 the targeted students made the following progress in English:
 14 students made above expected levels of progress
 6 students made expected level of progress
 8 students were below their expected levels of progress
Attainment was measured through teacher assessment.
September 2016
The Funding allocation 2016-2017
The funding allocation for the academic year 2016-17 is calculated on the number of pupils on roll on the October Census date, who have not yet achieved the
expected standard in reading and/or maths at the end of KS2. The criteria for the allocation of this funding has not yet been announced by the DFE but we
expect the funding to be approximately £23,000 on the basis of previous funding rates.
2016 -17 Planned Strategy
Chosen
action/approach
What is the evidence and rationale for
this choice?
How will you ensure it is
implemented well?
Staff lead
When will you review
implementation?
Targeted intervention by
SENCO for those pupils
who require urgent
support with Reading &
Spelling.
Pupils eligible for catch up funding often
have weaker literacy scores on entry to
UCC. Reading ages for this group
range from 5years 6months to 8 years
10 months so urgent action is needed to
accelerate their abilities in reading &
spelling to ensure that these pupils are
able to access the curriculum throughout
KS3 & 4 successfully.
All pupils eligible for catch up funding
are tested on entry to the school to
check their levels of literacy. Pupils with
a Standard Age Score of 85 or less in
Reading will undertake a programme a 1
hour a week programme on guided
reading under the supervision of the
SENCO. Pupils with a Standard Age
Score of 70 will undertake 2 hours a
week on this programme.
Those pupils with a Standard Age Score
of 80 or less in spelling will undertake a1
hour a week programme called Launch
the Lifeboat under the direction of the
SENCO. Launch the Lifeboat is a
spelling scheme recommended to the
school by the LA specialist teacher for
literacy.
SENCO
October 2016 start with
reviews in December 2016,
March 2017 and July 2017
September 2016
Targeted support by
teachers in English,
mathematics in KS3 to
support rapid
improvement.
There is an urgent need to close the gap
in performance at KS3 rather than
waiting until KS4 to implement
intervention strategies. The gap in
performance, if left, will increase over
time and this can lead to poor
examination outcomes, issues with
school attendance and behaviour.
Pupils eligible for catch funding will
undertake a Catch-Up programme in
English, mathematics for 1 hour a week
until they improve their progress levels .
Asst Head
Inclusion
October 2016 with follow-up
reviews in December 2016
and March 2017
Chosen
action/approach
What is the evidence and rationale for
this choice?
How will you ensure it is
implemented well?
Staff lead
When will you review
implementation?
Focused intervention
through the Paired
Reading Scheme in
Year 7
Regular reading for pleasure is an
important way of improving the reading
ages of all pupils but especially those
whose reading has fallen behind that of
their peers. Our paired reading scheme
makes use of the enthusiasm of our
Year 12 students who give readily of
their early morning time to support
pupils whose reading age is low. Results
from this scheme have proved to be
highly effective in driving up
performance and generating warm and
supportive mentoring relationships
between mentor and mentee.
Using the Year 7 screening data for
reading all pupils whose reading age is
12 months below chronological age are
allocated a Year 12 Paired Reader. All
Paired Readers are trained on the
required techniques and are prepared to
give up 15 minutes a day, two days a
week to work with their readers. The
programme lasts 15 weeks and pupils
are tested at the beginning and end of
the programme to measure progress.
Parents will be invited to the initial
training session to extend the
effectiveness of the programme through
paired reading at home
Asst Head
Inclusion
Programme to run from
October 2016 until March
2017 with review of
outcomes in April 2017.
.
September 2016
Focused intervention
through the Paired
Numeracy scheme
Ensuring that basic numeracy skills are
secure is essential for pupils to develop
their mathematical skills. Our paired
numeracy scheme makes use of the
enthusiasm of our Year 12 A ‘Level
maths students, who give readily of their
early morning time to support pupils
whose numeracy skills are less than the
expected standard.. Results from this
scheme have proved to be positive in
driving up performance and generating
warm and supportive mentoring
relationships between mentor and
mentee.
Using the KS2 results for maths all
pupils with a scaled score of 90-95 are
allocated a Year 12 mathematician. All
Year 12 pupils are trained and are
prepared to give up 15 minutes a day,
two days a week for 10 weeks to work
with their Year 7 pupil. Pupils are tested
at the beginning of the programme and
end of the programme to measure
progress.
Asst Head
Inclusion
Programme to run from
October 2016 until March
2017 with review of
outcomes in April 2017.
Chosen
action/approach
What is the evidence and rationale for
this choice?
How will you ensure it is
implemented well?
Staff lead
When will you review
implementation?
Ensure that the school
curriculum continues to
provide small group
provision for all pupils
who require additional
support to achieve
expected levels of
progress. small groups
Our curriculum provision is very broad to
enable pupils of all abilities and interests
to choose an area of study which suits
their abilities and interests. The core
subjects also provide small group
provision with specialist teaching to
ensure that these pupils make expected
levels of progress.
Small groups timetabled in maths and
English in Year 7. SENCO timetable for
small groups in English and suitably
trained staff timetabled for this group in
mathematics Although this is an
expensive provision it is essential if the
school is to meet the needs of those
students who have not yet achieved the
required standard at the end of KS2.
Deputy
Head
Curriculum
September 2016 – July
2017
September 2016