Literacy and Numeracy catch up gives schools additional funding to support Year 7 pupils who did not reach the expected standard at the end of Key Stage 2 (Year 6).
The amount of support the school has received over the past three years has increased with the number of pupils who attract this funding.
Summary of Allocation
Academic Year Amount of Funding Received
Interventions specifically related to Year 7 Literacy and Numeracy that are implemented to target pupils who have low prior attainment at Key Stage 2 include, but are not restricted to, the following:
Paired reading and Reading Recovery have been found to make a difference for low attainers (Smith and Ellis, 2005; Brooks, 2002) Extract from the DfE publication “Literacy and numeracy catch-up strategies” November 2012.
Each Friday morning approximately 25 targeted pupils read for 20 minutes supported by volunteer Sixth Form students. A further 15 Year 7 pupils have Literacy support in the Learning Resource Centre once a week.
Year 7 students are enrolled on a reading support programme known as Accelerated Reader. This allows students of all reading abilities to challenge themselves with book quizzes which they undertake on completion of each book they read. It is a really effective way of helping them to keep track of their own reading progress.
In order to foster a love of reading and to encourage independent reading all Year 7 pupils have a regular lesson in the LRC (library). They can choose to read and borrow items from the collection of over 13,000 books.
These lessons are supported by the LRC staff in addition to the class teacher and any teaching assistants allocated to classes. Alongside membership of the LRC, the students are enrolled as members of an eLibrary known as ePlatform.
These eBooks can be read on a computer or via the free App on devices such as tablets or smartphones. Books can be accessed every day of the year including during the school holidays.
A small number of high need pupils had an allocation of two lessons a week on numeracy and mental maths skills. This is delivered by a specialist Mathematics teacher in a small group setting in a Mathematics classroom.
Differentiation of Resources
A number of physical resources such as card sort exercises, number lines and online games have been developed to support the low ability groups.
In addition to pastoral transition we have focused attention on academic transition in Maths making use of guidance from the Education Improvement Board in Nottingham. Year 6 teachers across our feeder schools completed a topic in the summer term and were visited by our Year 7 teachers. This topic is the focus on the Year 6 transition day that each pupil attended in the summer term. This was continued in the first term of Year 7. Provision is made for the pupils who join the school from non-feeder schools as the topic can work as a stand alone project.
This transition project has proved to secure progress in all pupils especially those who have low levels of prior attainment.
Every lunch time several members of the Mathematics department staff are available to support pupils of all ages and abilities. This facility is used well and by many pupils. It has the added advantage of facilitating younger and less able pupils seeing older and more able students challenged and seeking support alongside them. This fosters a positive environment and an interest in learning Maths.
In addition to specific interventions at The Becket we recognise the importance of a smooth transition from Primary to Secondary school.
Pupils are visited at their primary school and have a transition programme at The Becket where they experience a day of lessons. Furthermore, pupils with anxiety about moving schools, Special Educational Needs or EHCP (Education Health and Care Plan) are given additional support with transition.
Pupils identified on Registers
Although the Catch Up Premium targets Literacy and Numeracy which is most specifically taught through English and Maths lessons, all subject teachers are informed of which pupils in their classes are identified as having achieved below age related expectations at KS2 so support can be given appropriately in all lessons.
Impact of Intervention 2019 – 2020
1. Student voice shows that the numeracy sessions have helped many identified students develop their confidence in Numeracy.
2. Student voice has indicated that the lessons have enabled them to develop their skills in their normal Mathematics lessons.
3. Accelerated reader data shows improvements in reading ages for those students who have taken part in the programme.
4. Student voice on the accelerated reader programme indicates greater confidence with their reading and an improved access to learning