The Priory Witham Academy
Catch Up Premium Funding Review - September 2016
Believe together, achieve together
School Context
The Priory Witham Academy is an ‘all through’ Academy with a Day Care setting and Family Centre on site. Foundation Stage 1 (Nursery) comprises of 80 places, 40
morning and 40 afternoon, Foundation Stage 2 (Reception) to Year 6 have a planned admission number (PAN) of 60. Year 7 to Year 11 have a PAN of 90 and the Sixth
Form 100.
The Academy is part of The Priory Federation of Academies Trust. It is located in the Moorland Ward and serves an area of high deprivation. (Deprivation indicator 0.34)
The proportion of pupils for whom the Academy receives Disadvantage Funding is above average with 43.7% of pupils being eligible. Disadvantage Funding is additional
Government funding for looked after children and those known to be eligible for free school meals.
The proportion of pupils who have special educational needs or disabilities (SEND) is above average at 31.0%: SEN Support 25.3%, Statement 2.0% and Education
HealthCare Plan 0.46%.
The percentage of pupils who enter Year 7 below Age Related Expectation is consistently above average.
Catch Up Funding and Principles
The Government believes that by investing specific funding to identified cohorts of learners there will be a significant reduction of the attainment difference between
sub groups of pupils. In response to Government thinking there is now a separate allocation of funding called the catch-up premium.
In 2015/16 schools received an additional premium of £500 for each Year 7 pupil who had not achieved at least level 4 in English and / or Mathematics (maximum £500
per pupil) at Key Stage 2. The money was to be used by schools to deliver additional tuition or intensive support in small groups, whilst also minimising the risk of pupils
missing out on the daily curriculum. The funding provides valuable support to ensure pupils are more likely to succeed at The Priory Witham Academy. The Government
expects the funding to be used for additional literacy and numeracy catch-up during Year 7 given that this can make a critical difference to pupils at this important stage.
In 2015-16 the Academy was allocated £19,500 of catch up premium funding for the Year 2015/2016. DfE guidance states that in 2016 to 2017 schools will receive the
same overall amount of Year 7 catch-up premium funding they received in 2015 to 2016, adjusted to reflect the percentage change in the size of their year 7 cohort,
based on the October 2016 census. Therefore the Academy expects to receive approximately £19,500 in 2016/17 despite the increase of 17% pupils who did not meet
the expected standard in GPS, Reading or Mathematics at the end of Key Stage 2.
% of pupils entering Year 7 below age related expectations
English
Mathematics
2014
2015
2016
Scaled score 100
Reading 43%
Writing 50%
Reading 45%
Reading 44%
GPS 39%
41%
44%
38%
In September 2014 the Year 7 cohort comprised 30 learners achieving below the expected standard in English (Reading) and / or Mathematics (39% of cohort).
In September 2015 the Year 7 cohort comprised 32 learners achieving below the expected standard in English (Reading) and / or Mathematics (42% of cohort).
In September 2016 the Year 7 cohort comprised 59 learners achieving below the expected standard in GPS, Reading and / or Mathematics (59% of cohort).
Outcomes
1. The percentage of pupils working at age related expectation in English will increase by the end of Year 7.
2. The percentage of pupils working at age related expectation in Mathematics will increase by the end of Year 7.
In selecting strategies for catch-up we use two main sources of information:
Literacy and Numeracy catch-up strategies report - November 2012 - Department for Education Report; and,
2. The Education Endowment Fund web site – This web-site identifies the most effective strategies for classroom practice, their costs and impact (reinforced by
the ranking of successful strategies in the Prof John Hattie publication Visible Learning).
1.
Rigorous data analysis systems monitor all groups of pupils and the progress they make. Data is collected from teachers 3 times per year and the trends, groups and
individuals identified from the data are discussed at Middle Leader and Senior Leadership level. Underachievement is identified quickly and appropriate strategies to
accelerate progress are implemented.
Once the impact of the strategies has been evaluated decisions are made on the continuation of all or some of these for groups and/or individuals. Where appropriate,
new strategies are introduced (with those strategies identified as being effective from recent research).
Use of the Catch Up Funding in 2015/16.
Targeted Literacy Intervention
Desired outcome
Chosen action / approach
Impact
To increase the percentage of
pupils working at age related
expectations at the end of Year 7.
Small group and individual extraction for ‘Achieving Level 4
English Reading’ Intervention.
Small group extraction allows for greater individualised teaching
and higher levels of feedback to accelerate progress.
Quality assurance of English, book reviews and pupil voice showed that this
was an effective program for delivery of high quality English lessons which
targeted gaps in learning.
Book reviews showed that feedback and marking was effective at
accelerating progress.
To identify underachievement
and ensure effective strategies
are implemented to remove gaps
in learning and accelerate
progress.
Appointment of an English Lead Practitioner to support and coordinate intervention within English, to include those not
working at level 4 on entry.
Within English lessons reading time is incorporated into every
class. Through the use of AR we monitor the pupils’ reading ages
three times a year. This allows us to track progress, identify gaps
and arrange targeted intervention. Twenty minutes each English
lesson is provided for Directed Improvement and Reading Time
Improvement in reading is celebrated.
Effective identification took place based on Key Stage 2 data and internal
assessments to identify gaps in learning.
Intervention was appropriately targeted to address the individual needs of
pupils working below level 4.
The Literacy ADP was effectively implemented and over 80% RAG rated green
at the end of the year.
To improve reading and
development of vocabulary.
Appointment of an Academy Librarian, role to include reading
intervention strategies including those not working at level 4 on
entry.
Development of the Witham Reads Campaign to raise the profile
and standard of reading across the Academy, including those not
working at level 4 on entry.
Breakfast reading club – pupils who wish to read before
registration can come into school for a breakfast and to read
within the Year Base.
Improvement in reading is celebrated.
Analysis of reading ages showed that the average reading age gain in Year 7
was + 10 months.
In the library, a variety of reading clubs ran, including shadow reading groups
and comic clubs, both requested by the pupils themselves. Pupils write
reviews and recommendations of books for the library, plus we use pupils’
feedback to help us decide what books are needed for the library so as to be
current and engaging for our pupils. Pupil voice regularly highlights reading
and the library as something they enjoy and are enriched by at Witham.
Independent reading is actively encouraged through competitions and the
school’s ethos of reading for pleasure being a priority. Pupils talk about
reading with enthusiasm and love using the library.
We use the Accelerated Reader programme to promote reading through
challenges and their STAR Reader tests help us to identify those struggling
with reading. This data helps us to target intervention, and all staff have
access to this. Trips to Waterstones where the pupils are bought a book of
their choice are rewards for successful outcomes. Reading millionaires are
rewarded by Headteacher’s certificates given out in assemblies.
Reading is encouraged across the curriculum in clubs such as the History
Somme reading project. The SLT promote reading by leading assemblies and
talking about their favourite books. We encourage a love of reading across
the curriculum, with our reading display frames and each curriculum area
promotes reading through subject-specific display boards.
To increase the average reading
age including that of pupils not
working at level 4 on entry.
Development of the Accelerated Reading Scheme to raise
reading ages across the Academy.
Analysis of reading ages showed that the average reading age gain in Year 7
was + 10 months.
In the library, a variety of reading clubs ran, including shadow reading groups
and comic clubs, both requested by the pupils themselves. Pupils write
reviews and recommendations of books for the library, plus we use pupils’
feedback to help us decide what books are needed for the library so as to be
current and engaging for our pupils. Pupil voice regularly highlights reading
and the library as something they enjoy and are enriched by at Witham.
Independent reading is actively encouraged through competitions and the
school’s ethos of reading for pleasure being a priority. Pupils talk about
reading with enthusiasm and love using the library.
Targeted Numeracy Intervention
Desired Outcome
Chosen action / approach
Impact
To increase the percentage of
pupils working at age related
expectations by the end of Year
7.
Research from Ofsted: The Wasted Years indicates that
numeracy is an area often left unaddressed in Key Stage 3.
A range of strategies to support numeracy for disadvantage
learners will include :
Triad support to enable individualised feedback and marking to
accelerate progress.
Passport Mathematics Programme to accelerate the progress of
Year 7 pupils who enter Year 7 below the age related
expectation.
Through RAP Pack and Middle Leader meetings and the work of
the Mathematics Lead Practitioner, the development of cross
curricular numeracy.
In Mathematics 98% of pupils were working in learning band 2 and 76% in
learning band 3 by the end of the academic year.
72% made good or better progress.
Progress of pupils who did not reach the expected standard at the end of Key
Stage 2 was clearly evident in book reviews and through pupil voice. Gaps in
learning had effectively been identified and appropriate strategies
implemented to ensure that key skills were mastered.
To increase the percentage of
pupils working at age related
expectations by the end of Year
7.
Mathematics Specific pupil support assistant to offer small group
and 1:1 intervention and to manage and co-ordinate the
Passport Mathematics Programme. This will ensure that
planning is tailored to meet the specific needs of individual
pupils and that feedback and marking accelerates progress.
As above.
To increase the percentage of
pupils working at age related
expectations by the end of Year
7.
Mathematics Lead Practitioner to support quality first teaching
and effective intervention within Mathematics, to include those
not working at the expected standard.
The impact on existing teachers has been positive in that best practice is
discussed and observed.
A quality assurance cycle of SEN and LA pupils has been completed and
strategies to accelerate progress shared with the department. Further work
is now to be undertaken with the SENCo to develop teaching and learning
strategies further to accelerate the progress of LA and SEN pupils.
To increase the percentage of
pupils working at age related
expectations by the end of Year
7.
Primary Mathematics Leader to support across Year 6 and 7 in
achieving level 4. The work on improving effective transition has
been guided by the advice in the DfE publication noted in the
introduction.
Primary and secondary staff worked together to ensure that secondary staff
had a good understanding of the expectations for the end of Key Stage 2,
learning gaps were identified and appropriate strategies discussed.
Secondary teachers spent time in the Primary classrooms to develop greater
consistency of language and expectation between Year 6 and Year 7.
Other Intervention
Desired Outcome
Chosen action / approach
Impact
To provide quality first teaching for
all learners.
High quality aspirational staff are recruited and retained. The
new staff Induction Programme ensures that they understand
the context of the Academy and the needs of the
disadvantage learners therein. CPD is provided to ensure
that a personalised approach to learning and outcomes is
planned and delivered effectively.
83% of teaching and learning across the Secondary is judged to be typically
good or better.
High quality Mathematics staff have been appointed and the Quality Assurance
Cycle in Mathematics shows that teaching is typically good, marking and
feedback has been identified as a strength.
Progress in Mathematics is good. In Year 7 74% of the cohort are working in
learning band 3. 72% have made good progress (2 steps) and 27% have made 3
steps progress.
To offer enrichment opportunities
to further develop skills in literacy
and numeracy.
Year 7 French Visit
Alongside the History emphasis on this visit, there is also an
emphasis on English and Mathematics. Where possible,
English and Mathematics staff accompany this visit.
Staff and pupil voice was positive, learning was not lost whilst the pupils
participated in this residential visit. Pupils commented that they enjoyed the
Mathematics and the English in a different setting and when it was applied to
activities relative to the visit.
Provide small group and 1:1 tuition
to ensure underachieving pupils
accelerate their progress to
achieve outcomes in line with
targets and other pupils.
Additional in class support – pupil support assistants provide
high quality feedback and support for targeted pupils to allow
accelerated progress to be made.
Additional intervention to close gaps takes place during
registration time.
PSA CPD to develop skills in numeracy, literacy and effective
feedback and marking.
See outcomes below.
PSA feedback reported positively on the CPD opportunities and the impact this
had in the classroom, particularly relative to marking and feedback.
Improve oral and language
development for disadvantage EAL
pupils.
EAL Co-Ordinator to support oral and language development
in pupils in both the Primary and Secondary phase.
We believe that language and communication skills,
identified in the NFER research, is a barrier to success. There
is some correlation between EAL pupils and pupils who did
not meet the expected standard at the end of KS2. The role
of the EAL co-ordinator will be to work with parents and
families, to complete baseline assessments, work with the
child to develop language and communication skills and with
staff to ensure that planning is appropriate and progress is
made.
At the end of the academic year there were no EAL pupils who were working
below the expected standard in English or Mathematics.
Accelerate the progress of SEN and
LA learners who have not reached
the expected standard at the end
of KS2.
An Additional Needs Co-ordinator (secondary) allows for
targeted data analysis and rapid action to remove differences
as appropriate.
A co-ordinated approach to ensure that individualised planning was in place
allowing for good progress of these learners. Staff CPD has been provided,
intervention has been targeted and evaluated through provision mapping.
Access arrangements were completed early so that these become standard
practice in classrooms as per QCA guidance.
Staff and PSA CPD to ensure that
effective planning takes place to
ensure the needs of all pupils are
met, and that feedback is effective
and timely.
Specific training, for example, marking and feedback, basic
numeracy and literacy have been provided to both staff are
PSAs to maintain the good teaching and learning that is
taking place.
Practical resources, (numicon, cubes etc) have been provided for staff to
support children working below the expected standard. The training and
resources for specialist staff improve efficiency.
Outcomes 2014/15
Impact of English Catch Up Funding
Impact on Reading
The additional gain for Year 7 pupils in reading was +10 months, as a result of regular and sustained (daily) reading throughout the year.
Progress
71% of identified pupils made at least 2 steps of progress during the Year.
Despite low starting points, 47% of identified pupils were working at the equivalent of a NC level 4 by the end of the academic Year.
Impact of Mathematics Catch Up Funding
50% of identified pupils made at least 2 steps progress by the end of the year.
Despite low starting points, 48% of identified pupils were working at the equivalent of a NC level 4 by the end of the academic Year.
In summary, 45% of pupils entered Year 7 at 4c or lower in English and 44% of pupils entered Year 7 at 4c or lower in Mathematics. At the end of the 2015-16
academic year only 12% in English and 19% in Mathematics remain below 4c. Of those still below 58% have specific SEN needs. They will continue to receive support
through continued targeted intervention and support from teachers and PSAs alongside high quality first teaching and a commitment by all subject teachers to support
improvements in literacy and numeracy.
Planned use of the Catch Up Funding - Academic year 2016/17.
The decisions on strategies for 2016/17 are based on a review of those strategies that had most impact in 2015-16 using the progress data of the cohort receiving Catchup funding support. Each new cohort is reviewed to also take into account SEN status and whether pupils receive disadvantaged funding. Outcomes from the KS2 Raise
Interactive service which allows detailed analysis of question level answers from the 2016 SATs will ensure that appropriate strategies are chosen at an individual pupil
level.
Targeted Literacy Support
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?
Small group and individual
extraction to allow for
greater individualised
teaching and higher levels
of feedback to accelerate
progress.
Using the question level analysis, subject
specialists and English based PSAs will be able
to target individual gaps in learning by working
with individuals or small groups.
The Educational Endowment Foundation
Research into effective strategies has detailed
that effective feedback and marking is an
effective, low cost strategy for accelerating the
progress of targeted learners. By reducing the
group size and using marking strategies to
prioritise learners their progress should
accelerate and outcomes improve.
English QA cycle.
Data Analysis.
Pupil Voice.
Book Reviews.
SHA
AFI
January, April and July 2017.
Accelerated Reader
Scheme – to be developed
to track the ongoing
progress of pupil groups
including those working
below the expected
standard of reading at the
start of Year 7.
2016 outcomes for the Accelerated Reader
Scheme show improvements in reading ages
where children have read on a daily basis.
Pupil and parental voice show that the scheme
is enjoyed by many pupils.
The reading log supports parental
engagement.
Accelerated Reader data analysis.
Pupil Voice.
Learning Walks of reading time.
LBA
January, April and July 2017.
English Lead Practitioner to
support and co-ordinate
intervention within English,
to include those not
working at the expected
standard on entry.
Early identification and intervention will
ensure that appropriate strategies can be
implemented to accelerate progress and
reduce differences. Outcomes from 2015-16
show this to have been an effective strategy.
English QA Cycle.
Data Analysis.
Book Reviews.
Pupil Voice.
ADP.
LBA
January, April and July 2017.
Twenty minutes each
English lesson is provided
for Directed Improvement
and Reading Time.
There was clear evidence from 2015-16 that
daily reading impacted positively on reading
ages (+10 months).
Accelerated Reader analysis.
Pupil Voice.
Learning Walks of reading time.
LBA
SHA
January and July 2017.
There was clear evidence from 2015-16 that
daily reading impacted positively on reading
ages (+10 months).
Accelerated Reader analysis.
Pupil Voice.
Learning Walks of the library.
FMC
LBA
January and July 2017.
Improvement in reading is
celebrated.
Academy Librarian to
continue to include reading
intervention strategies for
those not working at the
expected standard on
entry.
Breakfast reading club –
pupils who wish to read
before registration can
come into school for
breakfast and to read
within the Year Base.
Targeted Numeracy Support
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?
Triad and small group
support to enable
individualised feedback and
marking to accelerate
progress.
Passport Maths
Programme to accelerate
the progress of Year 7
pupils who enter Year 7
below the expected
standard.
Through RAP Pack and
Middle Leader meetings
and the work of the
Mathematics Lead
Practitioner, the
development of cross
curricular numeracy.
Research from Ofsted: The Wasted Years indicates
that gaps in numeracy is often left unaddressed in
Key Stage 3 when compared to literacy
intervention.
When based on the question level analysis,
subject specialists and Mathematics based PSAs
will be able to target individual gaps in learning by
working with individuals or small groups.
Educational Endowment Foundation Research
into effective strategies have both detailed that
effective feedback and marking is an effective,
low cost strategy for accelerating the progress of
targeted learners. By reducing the group size and
using marking strategies to prioritise target
learners their progress should accelerate and
outcomes improve.
QA Cycle.
Lead Practitioner feedback.
Passport Mathematics Outcomes (if
appropriate).
Data Analysis.
CWE
CXC
January, April and July 2017.
Mathematics Lead
Practitioner to support
quality first teaching and
effective intervention
within Mathematics, to
include those not working
at the expected standard
on entry. A key area for
focus will be LA and SEN
pupils and accelerating
their progress in
Mathematics.
Early identification and intervention will ensure
that appropriate strategies can be implemented
to accelerate progress and reduce differences.
Outcomes from 2015-16 show this to have been
an effective strategy.
T&L outcomes and evaluation.
SEN RIP.
CXC
TPS
January, April and July 2017.
Support from the
Federation Lead for
Mathematics to support
effective analysis of KS2
SAT results (question level
analysis) and thus to enable
individualised effective
strategies to accelerate
progress and close gaps.
NFER research states that accurate analysis of
data to ensure strategies are appropriately
targeted is an effective means of accelerating
progress.
Mathematics QA Cycle.
Federation Mathematics Lead Reports.
Intervention mapping.
CWE
DDR
January, April and July 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?
Development of subject
specific PSAs to allow for
more effective in class
support and improved
marking and feedback.
Subject based CPD to
support the development
of PSAs in these new roles.
The NFER seven building blocks state that
effective deployment of staff and highly skilled
PSAs can accelerate the progress of learners.
Previously pastoral based PSAs did not have the
specific subject knowledge to accelerate progress.
Departmental QA Cycles.
Book Reviews.
Pupil Voice.
MGA
CWE
SHA
January, April, July 2017.
Other Support
High quality aspirational
staff are recruited and
retained. The new staff
Induction Programme
ensures that they
understand the context of
the Academy and the
needs of the targeted
learners. CPD is provided
to ensure that a
personalised approach to
learning and outcomes is
planned and delivered
effectively.
The NFER seven blocks to raising the attainment
of target learners clearly identifies high quality
first teaching for all as a key element for
accelerating progress. Currently, 83% of teaching
and learning is judged to be good or better.
In 2016 there have been appointments in English,
Mathematics, Humanities, MFL, PE, Science, and
Technology.
All new staff will received an extended
programme of CPD including the context of the
Academy and meeting individual learners needs
through data analysis and effective planning.
QA Cycles.
Observations.
Book reviews.
Pupil Voice.
AMA
MGA
January and July 2017.
Year 7 French Visit.
Alongside the History
emphasis on this visit,
there is also an emphasis
on English and
Mathematics. Where
possible, English and
Mathematics staff
accompany these visit.
We are aware that potentially 8 hours of English
and Mathematics learning could be lost on a
week-long residential visit. By planning in English
and Mathematics teaching it ensures that
progress does not stall.
In 2015-16 staff and pupil voice was positive,
learning was not lost whilst the pupils
participated in this residential visit. Pupils
commented that they enjoyed the Mathematics
and the English in a different setting and when it
was applied to activities relative to the visit.
Pupil Voice
CPH
April 2017
The continued employment
of a secondary Additional
Needs Co-ordinator to
allow for targeted data
analysis and rapid action to
improve outcomes.
The Academy has a trend of high levels of SEN
and LA learners: A co-ordinated approach is
needed to ensure that individualised planning is
in place to ensure that the progress of these
learners is good. Staff CPD is needed to ensure a
collaborative and consistent approach across all
subjects.
CPD calendar.
QA cycles.
Intervention mapping.
Middle Leader meeting minutes.
TPS
DCZ
CWE
SHA
January, April, July 2017.
EAL Co-Ordinator to
support oral and language
development in pupils in
both the Primary and
Secondary phase.
We believe that language
and communication skills,
identified in the NFER
research, is a barrier to
success. There is some
correlation between EAL
pupils and pupils who did
not meet the expected
standard at the end of KS2.
The role of the EAL coordinator will be to work
with parents and families,
to complete baseline
assessments, work with the
children to develop
language and
communication skills and
with staff to ensure that
planning is appropriate and
progress is made.
There is some correlation between the EAL pupils
at the Academy and those entering Year 7 below
the expected standard. The role of the EAL coordinator will be to work with parents and
families, to complete baseline assessments, work
with the child to develop language and
communication skills and with staff to ensure that
planning is appropriate and progress is made.
EAL Report.
Data analysis.
LNE
DCZ
January, April, July 2017.