Catch-Up Strategy 2019/2020

Grace Academy Coventry – Catch-Up Strategy

Context:

What is it?

The Literacy and Numeracy Catch-Up Premium gives schools additional funding to support Year 7 pupils who did not achieve the expected standards in reading and/or maths at the end of key stage 2 (KS2). This funding aims to help these pupils to ‘catch up’ with their peers during their first year at Grace Academy Coventry.

The premium supports those Year 7 pupils who did not achieve at a scaled score of 94 in reading and/or maths at the end of Key Stage 2 (KS2).

This additional funding has been primarily used for targeted support and for individualised provision.

2018/2019 Review:

Catch-Up Literacy Impact Review – 28th June 2019

Background:

  • There are 25 students available for intervention, 2 are off roll and 1 is on a reduced timetable – meaning that 22 are available for regular intervention.
  • Of these 22, 2 have been non-attenders which is currently being investigated, 1 has missed a significant number of sessions. The analysis will still include these 3 pupils as they should be in the session so will count in these figures.
  • There have been 6 sessions in total.

Assessment:

  • Assessed using GCSE Paper 1 and Paper 2 questions
  • Both Paper 1 and Paper 2 are inference and deduction style 4 mark questions that test their reading and comprehension

Sessions:

  • Lesson 1 – initial baselining
  • Lesson 2 – Paper 1 test -written (4 marks)
  • Lesson 3 – Paper 2 test  -multiple choice (4 marks)
  • Lesson 4 – Going through answers/ teaching P1 skills
  • Lesson 5 – Going through answers/ teaching P1 skills
  • Lesson 6 – P1 test (4 marks)

Impact based on Paper 1:

Percentage of Students Making Progress

Catch-Up Numeracy Impact Review – 28th June 2019

Numeracy:

Context:

  • There are 26 students available for intervention, 2 are off roll and 1 is on a reduced timetable – meaning that 23 are available for regular intervention.
  • Of this 23, 2 have been non-attenders and 2 have only attended one session. The analysis will still include these 3 pupils as they should be in the session so will count in these figures.
  • There have been 14 sessions in total.

Assessment:

  • Every session, students complete 20 ‘Numeracy Ninja’ questions which test an array of topics
  • The score they get generates a ‘belt’ which students are told at the end of each session
  • All students have a ‘mean score’ calculated, a baseline score and a current score

Impact:

  • Mean higher than first score: 14 out of the 28 students have a mean higher than their first score (50%)
  • Belt higher than mean: 21 out of the 28 students have a belt higher than their mean score (75%)
  • Belt higher than first score: 21 out of the 25 students have a belt higher than their first score (75%)

Overview of 2019/2020:

For this academic year, 17 students had a scaled score below 94 for Maths and 3 students were ‘below’ the expected standard of reading. An estimated £15,000 has been allocated for this.

  Tutor Intervention Activity
Monday Numeracy
Tuesday Literacy
Wednesday Numeracy
Thursday Literacy
Friday LRC

 

Students will sign up to Seneca and will need to join the Year 7 Catch-Up class.

Class code: jbyh5ttxk2

Numeracy – Maths: Year 5 and 6 National Curriculum

Literacy – English: Year 5 and 6 National Curriculum

Access to a PC room will be required Monday – Thursday.

Measurement – Certain metrics will be monitored weekly such as Learning Time, Average Score, Sessions Completed and Correct Answers.

 

Numeracy

Students will be completing a numeracy course during tutor times, twice a week. (The other days they will be completing the literacy catch up course). This will be completed on the online platform SENECA where certain metrics will be tracked:- learning time, average score, sessions completed.

  • The course covers the Year 5 and Year 6 national curriculum and students will be revisiting the following areas: Year 5 Number, Year 5 measurements, Year 5 geometry, Year 5 statistics, Year 6 number, Year 6 ratio and probability, Year 6 Algebra, Year 6 Measurements and Year 6 statistics.
  • In Year 7 at Grace Academy, students are taught the following topics:
    1. Calculations, rounding, estimations, factors and multiples – a follow on from year 6 “number”
    2. Expanding, factorising and solving equations – the follow on topic from year 6 “algebra”
    3. Ratio and proportion and probability – the follow on topic from year 6 “ratio and probability”
    4. Angles and shape properties – the follow on topic from year 6 “Measurements”
    5. Graphs – the follow on topic from year 6 “statistics”
  • Therefore the purpose of the intervention is to allow students to sufficiently improve in these key areas which they were unable to demonstrate from their SATS scores, so they are better able to access the content they are now being delivered in KS3. Effectively, allowing them to “catch up”
  • The impact of this will be measured by pupils completing an initial baseline assessment at the start of the course and five subsequent progress checkers throughout the course which will test the students on the same skills so that the progress can be directly measured against their baseline.
  • These subsequent progress checkers will be sat by the students at the end of each half term. The scores will be tracked and monitored by the numeracy coordinator (SCO) in a designated “catch up” spreadsheet which the designated tutor will be responsible for populating with the data at the end of each half term.
  • The progress of each student will be reviewed at the end of the year to determine whether any further interventions are required in the following year. Students who demonstrate they have mastered the key areas outlined above will be deemed as having successfully “caught up” and can return to their original forms.

Literacy

Once students start the Catch Up Literacy program they sit a baseline test. At the end of the term they are reassessed. If they have made sufficient levels of progress within their Literacy they are integrated back in to their full time table. If they have not made sufficient progress then they remain on the program and are assessed the following term.

  • Students will be assessed on skills that are vital towards accessing Literacy across the curriculum: comprehension, inference, context, structure and language analysis.
  • Assessments have been designed to test students’ skills regarding comprehension, inference, context, structure and language analysis. This will ensure students are able to access Year 8 curriculum content, regardless of subject.
  • Assessments will be graded using the following system: RAG rated: R (10 or below) A (11 – 16) G (17 – 24). Green will indicate that students are making the same amount of progress as a student who currently does not require the same level of intervention. Sufficient levels of progress will also be determined by students that achieve Green.
  • Baseline assessments will be similar to Term assessments just with a different extract. Focus will be on exact same skills: comprehension, inference, context, structure and language analysis. The reading difficulty of all extracts will be the same. This reinforces the monitoring of progress across the skills.
  • Impact will be visible by students, ideally, progressing into Green by the end of the Catch-Up intervention. Individuals, ideally, will also improve their overall mark between the baseline assessment and their end of term assessment. Students who do not successfully attain the level above, will be assessed regarding their individual mark to monitor whether or not they have made progress.
  • The Catch-Up curriculum focuses on the KS2 (Year 5 and 6) National Curriculum, Programme of Studies for English. The NC states that students should be able to “read easily, fluently and with good understanding”. The Catch-Up curriculum aims to achieve this by focusing on skills and content that is embedded within the national curriculum to enable students to improve their Literacy skills.
  • Progress will be measured by termly assessments which monitor the students’ progression against 5 key skills: comprehension, inference, context, structure and language analysis. Ultimately, progress needs to be seen within all 5 areas for students to achieve expected levels of progress. There will be a baseline assessment, Term 1 assessment, Term 2 assessment and Term 3 assessment. Progress over these assessments will be monitored.
  • The baseline assessment will allow for progress to be tracked as it allows for a baseline figure to be assessed and monitored which allows bespoke intervention to be put in place to aid this. For example, if a student is struggling with inference, then intervention will be aimed regarding inference skills to ensure that there is progress seen in terms of this skill. More importantly, it allows for a start point to be captured regarding students and to be used as a point of reference during any intervention.

WHO IS LEADING?

Designated staff member to oversee Catch-Up form will support students in accessing Seneca and working through the bespoke Literacy and Numeracy courses. These courses are focusing around the National Curriculum and will focus on Literacy and Numeracy. Students will also be allowed additional access to the LRC to allow for time to be spent reading and quizzing on the Accelerated Reader programme.

WHEN IS THIS BEING DELIVERED?

  • WC: 09/12/19
  • During tutor time sessions. 20 minute slots a day, 5 times a week (evenly shared with numeracy)

HOW IS IT BEING DELIVERED?

Will be delivered with students accessing Seneca online via a PC. Students will need their AC log in details and will also use their Seneca account which they will initially need to sign up to and be enrolled onto the Catch-Up courses.

HOW IS IT BEING TRACKED?

Certain metrics will be monitored weekly such as Learning Time, Average Score, Sessions Completed and Correct Answers. This will be monitored by their form tutor each week and by the leads for Literacy and Numeracy. This will enable any intervention that is needed to be supplied in a timely fashion. Students will work through the courses daily.

HOW WILL IMPACT BE MEASURED?

Students will be quizzed in line with their peers and their progress will be tracked. Students will also be monitored from their start point and this will be compared to their end point to see if progress has been made due to the catch-up interventions.

WHEN WILL IT BE REVIEWED?

End of each term.