KS3 Catch-Up Premium Planning & Reflection 2017-2018

English

For the year 2018-19 we will continue to make English intervention timings structured and consistent by allowing interventions to interrupt a range of subjects across the timetable. Once again, this continued work will be carried out by an existing member of the department who will liaise with the class teachers of our targeted students, enabling greater insight into students' needs.  Our intervention teacher will run specific skills-based workshops for small groups (1-5 students), tailoring personalised sessions according to what is required.​

Overview

Intervention will continue to focus largely on writing skills and will consist of Tiger Moth Writing Workshops and Spitfire Workshops. It will involve working with small groups of identified students in Year 7 that arrive at the Academy with below floor targets (based on KS2 data from primary schools and baseline testing on entry), or any student where the teacher has concerns about progress in English.

Intended Overall Outcomes

Identified students should benefit from small group personalised tuition to secure greater levels of confidence, progress and attainment in their writing.

Intended Subject Outcomes

Students will be given support to improve their writing skills.  A focus on the planning and editing processes of writing will help students to develop their ideas, express them accurately and structure them effectively.  In addition, they will be supported in identifying and improving particular aspects of spelling, grammar and punctuation, sometimes using Century (an online learning platform).  Some students may also be referred for support with other aspects of English, such as reading comprehension.

How Impact will be Measured

Progress will be measured by a comparison of students’ levels achieved in English at the beginning and at the end of the intervention period.


English Measurement and Comparison Table for 2017-2018

Total Budgeted Cost

£3988

Overview of intervention

Intervention for small groups of identified students in Year 7 that arrive at the Academy with below floor targets (based on KS2 data from primary schools and baseline testing on entry). Additionally, students who are making less progress than expected in their class work were included in these intervention groups. Groups of between two and five students generally received 1 x 60 minute sessions per week over a half term. This style of intensive small group tuition is The Government’s recommendation for spending. It is also highlighted as beneficial from the research conducted by Sutton Trust who found small group tuition leads to an improved score of +4 months.  Some students received occasional one-to-one tuition, also recommended by the government.

Intended Overall Outcomes

Identified students benefit from small group tuition to secure greater levels of engagement, progress and attainment.

Intended Subject Outcomes

 

 

Students are given support to develop their reading and writing skills to improve their ability to access texts and independently comment on and ask questions about them. Students develop their ability to commit their ideas to paper, writing them out fully and structuring them effectively.  In addition, they are supported in identifying and improving particular aspects of spelling, grammar and punctuation, sometimes using Century (an online learning platform).

How impact is to be measured

Progress was measured by a comparison of KS2 data and Yr7 Teacher Assessments to identify the increase.

Impact of the Intervention

Out of the 9 students who undertook this literacy programme,

89% were ‘on’ or ‘above’ their learning goal by the end of Year 7;

22% moved from ‘below’ to ‘on’ their learning goal;

22% were ‘above’ their learning goal in the Year 7 exam.

Reflection and planning for Catch-up premium 2017/18

 

 

Most pupils seemed to thrive in a small group or one-to-one setting and to grow in confidence.  The intervention worked most successfully where attendance at sessions was consistent and pupils were able to work in a small, cohesive group, discussing activities and feedback together and sharing their work.

Better communication with the class teacher and parents/carers would further help to tailor sessions to pupils’ needs and enable them to apply their learning from intervention more effectively in classwork, homework and assessments.  Next year teachers will be asked to provide a copy of a marked piece of work in order to highlight a pupil’s abilities and needs.

We are continuing to develop the use of Century as a diagnostic tool and a valuable way for pupils to practise their skills in grammar, punctuation and spellings at home, preferably with support from parents/carers.

Updated Oct 2018


Mathematics

The department has taken a three-step plan to support students with Maths catch up. The first step once students are identified is to run a Numeracy Challenge group that meets during tutor time. This includes using numeracy prefects and the Maths Teaching Assistant. Students work through a combination of current work that students have questions about coupled with a targeted programme that allows students to study topics that enable them to catch up.

The second step involves the use of intervention and support linked to personalised skills which are identified through the use of our continuous assessment scheme. This is done in small groups with students.

The third step involves an evening where parents are invited to the Academy and shown best ways to support students at home. This involves tuition using a programme called CenturyTech.

Overview

Intervention will continue to focus on key skills from Year 6 and Year 7 programmes of study. It will involve working with small groups of identified working with small groups of identified students in Year 7 that arrive at the Academy with below floor targets (based on KS2 data from primary schools and baseline testing on entry), or any student where the teacher has concerns about progress in Maths.

Intended Overall Outcomes

Identified students should benefit from small group personalised tuition to secure greater levels of confidence, progress and attainment in their Mathematical skills.

Intended Subject Outcomes

Students will be given support to develop their Mathematical skills and ultimately to be at the age-related expectation in Maths. The work is also designed to be fun and engage students. We aim for students to be able to see evidence of their own progress and that Maths can be interesting and relevant to their lives.

How Impact will be Measured

Progress will be measured by a comparison of students’ attainment in Maths at the start and at the end of the intervention period.


Mathematics Measurement and Comparison Table for 2017-2018

Total Budgeted Cost

£3988

Overview of intervention 

Intervention put in place for small groups of identified students in Year 7 that arrived at the Academy with below age-related expectation (based on KS2 data from primary schools and baseline testing on entry). Groups consisted of one or two students who received tuition following and between assessments to help them to improve. This took place throughout the year. In addition, resources were purchased including a MathsWatch programme that would help students to learn at home. In addition to this students attend our Numeracy Challenge which is managed by the Math’s Teaching Assistant and is run with Math’s Prefects every afternoon registration.

This style of intensive small group tuition follows The Government’s recommendation for spending. It is also highlighted as beneficial from the research conducted by Sutton Trust who found small group tuition leads to an improved score of +4 months.  

Intended Overall Outcomes 

Identified students benefit from small group tuition to secure greater levels of progress and attainment.  

Intended Subject Outcomes 

 

Students were given tuition in the key skills needed to achieve their age related learning goal in Math’s. The topics mainly focused on number skills but also included geometry and data handling topics.

Another aim within the personalised Scheme of Learning devised for targeted students, was to challenge students’ negative perceptions of Mathematics and encourage more enthusiasm for, and enjoyment of, the subject. 

How impact is to be measured 

Progress was measured by a comparison of KS2 data and Yr7 Teacher Assessments to identify the changes.  Please see the section below for specific breakdown of progress.

Impact of the Intervention

All the students who took part in the Numeracy Programme improved their basic Mathematics knowledge and in particular their confidence when working with numbers.  Students were more engaged in lessons and contributed well during discussions and group work.

Reflection and planning for Catch-up premium 2018/19: 

 

Future interventions will make more use of the data that is highlighted from the new KS3 Step Curriculum. Students will be focusing on mastering skills related to their age and ability. Work will include analysis of KS3 assessments to identify those students who will need small group intervention as part of our Numeracy Mentoring programme. Students will also be encouraged to attend Maths Clubs during the week as well as independent work using websites at home such as MathsWatch, BBC Bitesize and Century Tech.

RUA1811S