Literacy and Numeracy Catch-Up Premium

2015 – 2016

Students were initially identified for numeracy or literacy catch up sessions if their KS2 SATS were level 3 or below.  Additionally, students were identified by the Head of English or Head of maths that were not making age expected progress based on Key Assessments. Kingsmeadow’s catch up funding for the year 2015 of £11,000 was spent on either 1 : 1 or small group withdrawal sessions led by subject specialist teachers for all identified students. These were for one hour a week on a ten-week basis.  The focus of the sessions was set by the students’ classroom teacher based on their areas of weakness.  Written progress reports measured impact against a variety of objectives and grade book data was used to measure overall impact in the individual subjects using the school’s Key Stage three assessment rubrics. The student cohort identified for English catch up made on average 0.6 levels of progress. The student cohort identified for Maths catch up made on average 0.62 levels of progress.

2016 – 2017

Kingsmeadow’s catch up funding for the year 2016 /17 of £11,000 was spent on the following literacy and numeracy interventions.

Literacy

Students have been identified for literacy catch up if they have not met (HNM) the expected standard of 100 or more for reading. Writing interventions will be the focus of the next wave of identified students. A range of research-based literacy interventions have been adopted for these students including;

  • Increased pupil teacher time through small group withdrawal sessions led by a qualified teacher or high-level teaching assistant.
  • Lexia, a personalised tool that enables students to master essential reading skills.
  • Increased personal reading through the accelerated reader programme which manages independent reading and promotes reading for pleasure.

Impact will be measured both through the department’s internal assessments and the school’s Key Assessment programme.

Numeracy

Students have been identified for numeracy catch up if they have not met (HNM) the expected standard of 100 or more. A range of research-based numeracy interventions have been adopted for these students including;

  • Diagnostic testing using the Sandwell Numeracy test to ensure planning targets areas of weakness.
  • Increased pupil teacher time through small group withdrawal sessions focused on basic skills.  These are led by a subject specialist teacher or high-level teaching assistant.
  • An after school mathematics club to support students with their homework, increase motivation and to reduce maths anxiety.

Impact will be measured half termly both through the department’s internal assessments and the school’s Key Assessment programme.