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Ivybridge Community College

Ivybridge Community College

Ivybridge Community College

Catch Up Premium

 Ivybridge Community College Catch-up Premium 2018-19

In 2018-2019, Ivybridge Community College was allocated £19000 in funding as part of the Year 7 Catch-up Initiative.  This funding aims to help students who entered Year 7 with a SAT score of below 100 in English, (reading) or mathematics, or both, to “catch-up” to their peers during their first year of secondary education.  The grant is in addition to the main College budget and used:

  • to help students ‘catch-up’
  • to increase the progress of identified students
  • to ensure that their attainment is at least in line with their peers
  • to support the transition of identified students through to their secondary phase.

The funding has been used numerous ways to develop students’ numeracy and literacy skills.

One significant strategy is that for both Mathematics and English, there is a dedicated member of staff who looks after intervention for Year 7 students.  Some of this funding goes towards their responsibility.  Interventions for Year 7 include the close tracking and monitoring of all groups in Year 7, targeted after College intervention classes to support students to catch-up in their learning alongside their College classroom teachers in their department areas.

Another significant strategy used is small group teaching for one hour a week for those students who need to be ‘caught up’ to their peers.  This small group teaching is led by a dedicated English teacher who delivers focus Sound Training style intervention sessions to Year 7 students below expected standard.

In addition to these strategies, the following are in place:

  • Withdrawal for one-to-one support
  • Smaller class sizes for core lessons in Year 7
  • Mentoring
  • Teaching Assistant support
  • Homework Club
  • Literacy Intervention with Teaching Assistants
  • Numeracy Intervention with Teaching Assistants
  • Accelerated Reader Programme
  • Visiting author workshops
  • Additional lessons (total of three per fortnight for identified students)

 

What effect has the “Catch-up Premium” had to date on the attainment of students at Ivybridge Community College?

Catch-up strategies along with other whole College strategies have had a positive impact on student achievement.

 

English

In the 2018-19 Year 7 cohort, 13.58% of the cohort have a Reading Score of below 100 (58 students).

 

Additional lessons

Twelve students have additional needs and are therefore in a smaller group for more support.

This group received three extra English lessons a fortnight that are being used for teaching explicit literacy skills and extra reading support.

All students have made excellent progress this year.

Teachers report that the extra lessons have enabled these students to access the main Schemes of Learning (at a slower and more supported pace) while being taught explicit reading skills using the Rapid Plus Programme.

Assessment Point 4 Outcomes

 

Below expected progress

0

Working towards expected progress

0

Achieving expected progress

91.66%

Exceeding expected progress

9.09%

 

LIT Works

Sixteen students attended the LIT Works programme.

These students came out of English reading lessons for an hour a week for eight weeks to attend the sessions.  These sessions focussed on supporting the students with their reading skills - especially pronunciation and decoding.

The students were tested before and after the programme on:

  • Pronunciation
  • Single Word comprehension
  • Whole Text comprehension

100% of students improved in their post test in all three areas.

Students also spoke of feeling “more confident when I see a new and difficult word”, finding “reading fun” and being “able to work out more difficult words when I’m in every lesson”.

Assessment Point 4 Outcomes

 

Below expected progress

0

Working towards expected progress

25%

Achieving expected progress

75%

Exceeding expected progress

0

 

Accelerated Reader

Twenty students, who have a below-average score for reading SATs and also got lower marks for comprehension in their start of year assessment in English, attended Accelerated Reader (AR) sessions.

The College librarian, with previous experience working with small group intervention, has used Accelerated Reader as an intervention tool: working with groups of six students, who have come out of their Reading lessons in English to partake in small group focused reading.  They have used AR (quizzes and certificates) as a way to engage with reading and the AR testing was used to monitor progress and set students’ targets.

Results in scaled scores from pre and post STAR tests show 65% of students’ scores improved significantly.  

Each student has also read, on average, 5.29 books in the six week programme.  All students agreed that they had read more than they would usually have done so.  A rise in confidence amongst all the students was seen and their engagement with the competitive element of quizzing.

Assessment Point 4 Outcomes

 

Below expected progress

0

Working towards expected progress

20%

Achieving expected progress

75%

Exceeding expected progress

5%

 

Overall outcomes for whole Catch-up Cohort:

At the beginning of the year the 58 students were assessed as being:

Below expected progress

0

Working towards expected progress

100%

Achieving expected progress

0

Exceeding expected progress

0

At the end of the year the students were assessed as being:

Below expected progress

0

Working towards expected progress

17.24%

Achieving expected progress

77.59%

Exceeding expected progress

5.17%

 

Next Steps Accelerated Reader:

Though the Accelerated Reader programme was excellent for building confidence and supporting regular reading, the results from the data were not as conclusive as we would have liked.  This could be due to the style of test.  Next year, all Year 7 students will complete a standardised reading test that can be used as a baseline throughout the year.

 

Numeracy:

Within the 2018-19 Year 7 cohort, 44 out of 426 students arrived at Ivybridge Community College having not met the National Standardised Score of 100 for Maths.  Out of the 44 students, 14 had SEND support with a code of ‘K’ or ‘E’, and 2 of the students were Pupil Premium.  A Mathematics specialist teacher was employed for one lunchtime per week, to work on basic numeracy skills, and topics that the students had found difficult in the Assessment Point at the end of the autumn term.  Using strategies relating to the primary context, gave the students continuity and an opportunity to embed basic number skills, with lots of repetition and opportunities to ask and answer questions in a nurturing environment.  In comparison to how students did on topics which were tested at the end of the autumn term, focused on during the intervention programme, and then tested again, students went from scoring 57% to 60%.  This was taken from the twenty students who regularly attended the lunchtime sessions, approximately 50% of the original cohort. Of these twenty who attended, their College attendance was an average of 95%, in comparison to those students who did not attend, having a College attendance average of 92%.

At the beginning of the year the 43* students were assessed as being:

Below expected progress

2/43 = 4.7%

Working towards expected progress

23/43 = 53.5%

Achieving expected progress

17/43 = 39.5%

Exceeding expected progress

1/43 = 2.3%

*1 student left part way through the year

At the end of the year the students were assessed as being:

Below expected progress

5/44 = 11.4%

Working towards expected progress

23/44 = 52.3%

Achieving expected progress

15/44 = 34.1%

Exceeding expected progress

1/44 = 2.3%

In addition to the above progress scores the majority of students made significant steps in basic numeracy skills, learning their times tables and strategies to add, subtract, multiply and divide within their normal Mathematics teaching classes.  Silent starters and regular use of numeracy based activities supported this.  As a result of the intervention and class teacher feedback, one of these students moved to the ‘Nurture’ set towards the end of Year 7, offering further support and a small class size to enable greater progress.

The impact of the programme on the students was that they had a greater confidence and bespoke experience of Mathematics, supporting their mainstream lessons as well as their future aspirations within the subject.

All students’ needs were met by ‘Quality First Teaching’ provided by the Key Stage 3 Mathematics teachers, and the Intervention teacher.

 

Next Steps:

This year 2019-20, additional time has been built into the core subjects timetable, in order to execute a thoroughly planned and rigorous programme to support the further

catch-up of the students.