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Ivybridge Community College

Ivybridge Community College

Ivybridge Community College

Catch Up Premium

Ivybridge Community College Catch Up Premium 2017-18

In 2017-2018, Ivybridge Community College was allocated £18,589 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 lower than the national standardised score of 100 in English, (reading) or maths, or both, to “catch up” to their peers during their first year of secondary education.

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

One significant strategy is that for both Maths 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 intervention classes to support students to catch up in their learning, as well as on-going support for their classroom teachers in their department areas.

Another significant strategy used is small group teaching, 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

    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.

    The ‘Nurture’ English class (where all students have below average SATs scores) has 3 extra lessons a fortnight.

    These have been used:

  • To develop and consolidate literacy skills: based on ‘real’ texts. The students have 2 reading lessons a fortnight and 2 Skills lessons a fortnight.
  • To allow students extra time to explore key texts and assessments.

    Literacy withdrawal classes:

In the 2017-18 Year 7 cohort, 14.1% of the cohort had a Reading Score of below 100 (58 students).

Following their start of year assessment, 31/58 students were identified as being in urgent need of intervention and they consequently attended the LIT-WORKS intervention scheme. Using the Catch Up funding, the Deputy Team Leader for English (overseeing Key Stage 3) was released from teaching one hour a week to run these sessions.

The LIT-WORKS sessions focused on the key areas of concern- basic reading skills, decoding single words (using prefixes and suffixes) and whole text comprehension. The students attended a 7-week programme: 1 session of pre-testing, then six 1-hour sessions focusing on these key skills. At the end of the 7 weeks, the students were tested using the same test to see the progression that had been made; all 31 students’ scores improved. In addition to these positive scores, all students showed an increase in engagement and confidence with their reading.

Pre and Post Test scores: Test out of 69.

Student

Pre

Post

Student

Pre

Post

Student

Pre

Post

1

28.5

53.5

8

38.5

57.5

15

26

47.5

2

29

50.5

9

30

54

16

37

56

3

24

50.5

10

26

58

17

26

47

4

21

40

11

33.5

49.5

18

26.5

49

5

24

43

12

30.5

55

19

33.5

41.5

6

32.5

49

13

26

52

20

22

47.5

7

34

56.5

14

42

58

21

27

51

Nurture Group scores: Test out of 13 (Focused on decoding and comprehension)

Student

Pre

Post

Student

Pre

Post

Student

Pre

Post

22

4

8

26

2

6

30

3

6

23

2

5

27

4

7

31

5

9

24

5

8

28

5

9

32

3

8

25

6

11

29

4

7

33

5

9

At the beginning of the year the 31 students were assessed as being:

Below expected progress

18/31 = 53.064%

Working towards expected progress

10/31 = 32.258%

Achieving expected progress

3/31 = 9.677%

At the end of the year the 31 students were assessed as being:

Below expected progress

1/31 = 3.23%

Working towards expected progress

5/31 = 16.13%

Achieving expected progress

23/31 = 74.19%

Exceeding expected progress

2/31= 6.45%

30/31 students’ attainment improved based on teacher assessment.

The other 27 students (who had a Reading Score below 100) were all in 4 key classes. The DTL, overseeing Key Stage 3, ran 3 specific lessons for these classes focusing on key literacy skills. Their assessments were also marked/moderated by the DTL with a literacy focus.

3 students left the College so:

At the beginning of the year the 24 students were assessed as being:

Below expected progress

14/24 = 58.33%

Working towards expected progress

8/24 = 33.33%

Achieving expected progress

2/24 = 8.33%

At the end of the year the 24 students were assessed as being:

Below expected progress

0

Working towards expected progress

0

Achieving expected progress

20/24 = 83.33%

Exceeding expected progress

4/24= 16.66%

Next steps:

In the 2018-19 Year 7 cohort, 13.98% of the cohort have a Reading Score of below 100 (59 students).

LIT WORKS intervention groups- commencing in January. The students with the lowest Reading SATs scores will come out of English reading lessons for half an hour a week to attend sessions. The funding will be used to release the English DTL from one lesson a week.

Mrs Trafford, the school librarian with previous experience working with small group intervention, will be using Accelerated Reader as an intervention tool: working with groups of 6 students, who will come out of their Reading lessons in English to partake in small group focused reading. They will use AR (quizzes and certificates) as a way to engage with reading and Mrs Trafford will use the AR testing to monitor progress and set students targets. The funding will pay for the AR licences.

Easter Catch Up day: following a very successful Year 8 Easter programme, the Year 7 students who qualify for Catch Up Funding will be invited to attend a ‘Murder Mystery’ day over the Easter holidays. The day focuses on key reading skills in the guise of a murder mystery and then results in the students writing a piece of extended writing based on their finding. The funding will pay for staffing, refreshments for the students and resources for the day.

Numeracy withdrawal classes:

Within the 2017-18 year 7 cohort, 32 out of 411 students arrived at Ivybridge Community College having not met the National Standardised Score of 100 for Maths. Out of the 32 students, 11 had SEND support with a code of ‘K’, and 12 of the students were Pupil Premium.  A maths specialist teacher was employed for 2 days a week to run small; four student, catch-up sessions, focusing on key topics which had been identified in the KS2 Question Level Analysis.  The small class size and with a focus on multi-sensory approach offered an excellent transition for all of the students involved in this intervention programme.  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.  An initial test was taken at the beginning of the programme, and completed again at the end to compare and analyse the amount of progress that had been achieved. On average, students increased their scores by 62% at the end of the programme.

At the beginning of the year the 32 students were assessed as being:

Below expected progress

2/32 = 6.25%

Working towards expected progress

15/32 = 46.875%

Achieving expected progress

12/32 = 37.5%

No flight path to assess

3/32 = 9.375%

At the end of the year the 32 students were assessed as being:

Below expected progress

3/32 = 9.375%

Working towards expected progress

10/32 = 31.25%

Achieving expected progress

17/32 = 53.125%

Exceeding expected progress

1/32 = 3.125%

No flight path to assess

2/32 = 6.25%

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 maths teaching classes.  Silent starters and regular use of numeracy based activities supported this.  As a result of the intervention and class teacher feedback, 3 of these students were moved to the ‘Nurture’ set for year 8, offering further support and a small class size to enable greater progress.

Students came away from the programme having 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 Maths teachers, and the Intervention teacher.

Next steps:

All of the above strategies and intervention support programme will be continued during the academic year of 2018 - 2019.  This year’s allocation will be similarly spent due to the success of last year’s cohort.  Students will be extracted from other subjects to attend a bespoke mathematics lesson, taught by a maths specialist teacher, once again tailored to suit individual needs that have been highlighted in the KS2 Question Level Analysis.  

The allocation for the next academic year 2018-19 is £18,685.