Year 7 Catch Up Funding for 2017-2018 remains at circa £16000. A small number of pupils with the greatest need of catch up in literacy and numeracy are identified from KS2 data and information from primary schools. They are extracted from mainstream Ebacc subjects and taught in a small group with a bespoke programme of study with emphasis on accelerating progress in literacy and numeracy. Literacy is delivered by specialists trained in the Ruth Miskin’s Phonics programme and numeracy is delivered by maths specialists.
Other programmes for catch up are delivered by the English and Maths faculties: –
KS3 Catch-up Programme in English at SJT
What do we want for our students?
- For all students to have a reading age at least commensurate with their chronological age
- To accelerate the learning and progress of students who did not meet expected standard at KS2
- To fill students’ gaps in knowledge and understanding where they exist
- To allow all students to develop the literacy standard necessary to access their curricula in all subjects
What strategies do we use?
- Students complete two base-line tests at the beginning of each year: a reading test to determine a reading age and a literacy writing test to assess their writing skills. We then use these data to ensure the right level of challenge and support for every child.
- The Phonics programme allows students to develop their reading and writing skills by offering them extra tuition from trained Phonics teachers as part of their weekly timetable.
- Inclusive teaching strategies are employed in the classroom to allow all pupils to achieve. These include sharing of best practice amongst staff; drilling of key vocabulary and spellings; sentence starters to allow pupils to start writing; and individual feed-back using ’yellow box’ marking.
- Specialist staff teach all sets; there are smaller group sizes where students have lower prior attainment to allow for the best ratio of teacher to pupils.
What results do we see?
- Our Phonics programme ensures that reading ages improve dramatically, particularly in year 7.
- Confidence improves vastly when students are able to access texts better in every subject. This feeds into enjoyment of the subject and, consequently, achievement.
- Literacy improves, particularly in the use and spelling of ambitious vocabulary and in the use of higher-level punctuation.
- There is no ‘one-size-fits-all’ approach to assessment: personalised teaching and marking strategies ensure that every student makes progress in where their own gaps are.
KS3 Maths Catch-up Programme at SJT 2017 2018
The aims of Intervention at Key Stage 3 are:
- To address gaps in KS2 knowledge and begin to use KS3 skills successfully.
- To accelerate and maximise progress and minimise performance gaps for individuals.
- Empower them with the numeracy skills and fluency required to fully access GCSE Mathematics.
- Prevent any gaps students have in their basic numeracy strategies from becoming barriers to their learning.
What we do in maths
- High quality, inclusive teaching, clearly targeted on all pupils’ needs and prior learning.
- Specialist staff on all sets and smaller group sizes for students with a lower prior attainment.
- 1:2 or 1:3 Passport maths programme used for students in year 7
- Six-week extraction programme to enable small group maths support sessions across KS3
Who do we target?
- Students who did not meet expected standard at KS2 for maths.
- Those who are at a significant risk of not meeting expectations of progress.
How do we do it?
- Students complete a baseline test at the beginning of the course and areas that are not secure identified.
- Personal learning checklists are created for students and individual programme of study planned for students to receive therapy on areas identified as requiring action.
- Students are extracted for 1 hour per week for a half term to address (in addition to normal maths lessons).
- Students are re assessed using questions similar to the ones that they got incorrect on the baseline test.
- Students will make gains in their mathematical (quantitative data to support)
- Students will be more self-confident and motivated in class.
- Students will feel more in control of their learning.
- Students will feel more confident to work independently.
- Students will a much improved attitude towards numeracy and maths.