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Thirsk School

& Sixth Form College

    Year 7 Catch Up Premium

     

    KS3 Intervention Programme 2106/17

     

    Year 7 Catch Up Programme

    The literacy and numeracy catch-up premium gives schools additional funding to support year 7 students who did not achieve at least level 4 in reading and/or maths at the end of key stage 2.

    From 2016 onwards this funding can be used to support those students who did not achieve a scaled score of 100 in reading, writing and maths in their SATS National Tests and where additional teacher assessment at the end of KS2 judges them be below the expected standard and where they are unlikely to catch up without additional help.

    At Thirsk School our objectives are:

    • To obtain baseline KS2 data and identify those students eligible for Catch-Up in literacy and numeracy, enhancing SATs data with additional data from our primary partners who at that time know our students’ academic needs best
    • To assess the individual learning needs of the targeted students (supported by CATS scores, and information from the students’ primary schools).
    • To develop a range of strategies to ensure students make better than expected progress and meet nationally expected standards in reading, writing and maths
    • To monitor progress of the targeted students and identify evidence of impact

    Generic strategies which are beneficial for low attainers

    Nationally there are groups of consistent  low attainers across the Key Stages, including: boys, students eligible for Free School Meals (FSM), students with English as an Additional Language (EAL), students with Special Educational Needs (SEN), students with high rates of mobility between schools, and Looked After Children (LAC). These characteristics often interact and place a pupil at increased likelihood of under-achievement. Low attainment is often due to complex interactions of a variety of social/demographic factors.

    It should also be noted that these factors have already impacted on progress at Primary and unless effective intervention supports rapid progress towards the expected standards at the start of secondary education, student attainment will remain below expectations with a corresponding negative impact on students’ future opportunities.

    We are aware of the research that identifies the strategies most widely understood to have a positive impact on progress.  Early intervention; good monitoring of students’ progress; tailoring teaching to the appropriate needs of individual students; coaching teachers/teaching assistants in specific teaching strategies such as cooperative learning; one-to-one tuition; peer-to-peer support; aspects of the home-school relationship; and study support.

    At Thirsk School & Sixth Form College we use the following strategies as part of our aim to meet the above recommendations:

    • Quality Wave 1 provision
    • Intervention to support reading-age improvements
    • Support for the social, emotional and behavioural aspects of moving to secondary school and so to facilitate secure transition
    • Early identification of needs
    • Close monitoring of progress

    A recent review of our plans has identified that we are not tailoring our support sufficiently at present, and as a result a more robust plan is being constructed, aimed at supporting students to more rapid and sustained catch up.

    Transfer and transition

    Support at transition is crucial.  It has been shown to be effective in supporting progress and is a key opportunity for identifying needs, engaging with parents and carers and using the natural excitement and desire students have to succeed and impress.  Six key principles of effective practice are: maintaining collaboration before and after transfer; facilitating effective communication; prioritising and investing in school visits and induction programmes; developing practices for particular types of students; ensuring schools have clear roles and responsibilities that are supported by senior management; and disseminating good practice.

    Thirsk School & Sixth Form College’s transition plan is firmly based on these principles and is good. It is embedded in strong and established links with our primary partners and increasingly supports effect academic progression between stages and well as very good pastoral support at this time exciting time for students.

    Identification Tools

    • KS2 baseline data
    • Primary School Teacher Assessments from Y6
    • CATS tests taken during the Induction week when students are in Y6
    • Subject Green Sheet Assessments at each Assessment Point in Year 7

    Tracking Processes

    • Primary Collaboration
    • Assessment Point Data collection- 2 Assessment Points during the academic year processed in 4 Matrix software.  6 Attitude to Learning (ATL) points and 6 homework Attitude to Learning points
    • Student Progress meetings – Department responses
    • Student Progress meetings – Achievement Councils for students entitled to the Pupil Premium and SEND students
    • Department results and class teacher interventions spreadsheets in English and Maths
    • Pastoral Meetings- Head of Lower School/SENCO/Head of Year

    Current Interventions/actions:

    • Small group specialist intervention in Maths supported by a Higher Level Teaching Assistant in Maths
    • WIAT Reading Scheme - 27 students targeted 2016/17
    • Homework support- weekly intervention improving students’ average homework scores between attitude to learning points
    • Core curriculum provision – more groups have been maintained in English and Maths despite financial pressures to maintain better staff to student ratios in groups containing students with lower prior attainment
    • Increase in lessons from 6 to 7 in English and Maths in Y7

    Data Summary and Impact

    Catch up Reading Programme 2015/16

    24 students- 100% of students who completed the programme improved their reading age by an average of 9 months- 1 year and 87% by an average of 2 years plus.

    Catch up Literacy 2014-2015 to current

     

    ENGLISH

    END OF Yr 6/KS2 SATS: LEVEL 3 AND BELOW

    FROM 2016 ONWARDS below scaled score of below 100

    % of STUDENTS NOW MAKING >4 SUB LEVELS PROGRESS (Y9) and >2 SUB LEVELS PROGRESS (Y8)

    % OF STUDENTS NOW MAKING =>4  SUB LEVELS PROGRESS (Y9) and =>2 SUB LEVELS PROGRESS (Y8)

    2014-2015 (curr Y9)

    23

    45%

    73%

    2015-2016 (curr Y8)

    37

    27%

    49%

    2016-2017 (curr Y7)

    48

    21% D+/M

     

     

     

     

     

     

     

     

     

     

     

     

    Current Y8:

    • 64 students entered the school at National Curriculum  Level 4c (L4c) or below into Year 7 in English
    • 17 students are already at target, or above and are narrowing the gap they arrived with
    • 15 are on their personal flight path - making progress now at the same rate as all students

    Current Y9

    • 39 students joined the school at L4c or below. 
    • 24 students have progressed at the same pace as all students are expected to, not falling further behind
    • 7 students have accelerated their progress and have caught up progress previously missed.

     

    Catch Up Numeracy 2014-2015 to current

     

     

    MATHS

    END OF Yr 6/KS2 SATS: LEVEL 3 AND BELOW

    FROM 2016 ONWARDS below scaled score of below 100

    % of STUDENTS NOW MAKING >4 SUB LEVELS PROGRESS (Y9) and >2 SUB LEVELS PROGRESS (Y8)

    % OF STUDENTS NOW MAKING =>4  SUB LEVELS PROGRESS (Y9) and =>2 SUB LEVELS PROGRESS (Y8)

    2014-2015 (curr Y9)

    25

    9%

    38%

    2015-2016 (curr Y8)

    32

    34%

    82%

    2016-2017 (curr Y7)

    40

    63%D+/M-

     

     

     

     

     

     

     

     

     

     

     

     

    Current Y8:

    • 51 students entered the school at NC L4c or below into Y7 in Maths
    • 22 are on their flight path - making progress now at the same rate as all students
    • 18 students are already at target, or above and are narrowing the gap they arrived with

    Current Y9:

    • 48 students came in at NC L4c or below
    • 24 students are on track for their target - making at least the same rate of progress as that expected of other students.
    • 8 students are progressing faster than the expected rate - so the gap is narrowing for them

    Current Data- KEY

    Current Year 9 at AP1 Nov 16

    Current Year 8 at AP1 Nov 16

    Current Year 7 at Green Sheet 2 Dec 16

     

    Catch Up Literacy and Numeracy outline plan:

     

    Planned actions 2015 / 2016

    Strategy

    Rationale

    Impact

    Adaption for 16/17

    Y7 6 classes sustained in English, Maths and Science

    All students who could benefit from support to catch up in Year 7 were in smaller class sizes for English, Maths and Science.

     

    Maths classes were additionally supported by the work of a HLTA

    See above table

    Sustain

    English and Maths for 7 periods each per fortnight

    More time allows for greater flexibility in teaching method and pace

    See above table

    Sustain

    1:1 Reading intervention schemes

    One to one is an effective method for supporting under confident readers with a good track record of success

    100% of students who completed the programme improved their reading age by an average of 9 months- 1 year and 87% by an average of 2 years plus.

    Sustain

    Additional provision planned for 2016 / 2017

    Accelerated Reader

    Independent research from the National Literacy Trust links AR with positive reading attitudes. It has been used successfully as a powerful tool for monitoring and managing independent reading practice.

    To be decided

    Implement across KS3 from Easter 2017