2018-19 Year 7 Catch Up Premium

Catch Up Funding: Impact in 2018-19

As a publicly funded school Heart of England school receives funding called the literacy and numeracy catch-up premium. This gives schools additional funding to support Year 7 pupils who did not achieve the expected standard in reading or maths at the end of key stage 2. In 2018/19 we received an additional £12,628 allocated on the same basis as 2016 to 2017, adjusted to reflect the percentage change in the size of the year 7 cohort, based on the October 2018 census.

Where we spent the Year 7 Catch Up Premium (2018-19)

Activity Commentary
Transition Arrangements
  • Opportunity on transition day for students to experience a Maths or English lesson
  • A Y6 Parent information evening; an opportunity to meet (amongst others) staff from Maths and English
Summer Challenge activities
  • Mathematics challenge booklet created for all new Year 7 students to work on and revise aspects of maths over the summer holiday ready for year 7
  • A reading challenge and competition for students to read as many books over the summer and complete a diary of their reading activities
  • Introduction of a traffic lighted set of texts for Year 6 into Year 7 to help select relevant texts
Transum Maths & Numeracy Ninjas Programme
  • Weekly intervention programme to help students develop and retain key foundation skills with multiplication tables and basic numeracy.
DEAR time
  • DEAR (Drop Everything And Read) continued in regular registration time across all Houses
  • Staff training on the importance of reading and supporting a reading culture
  • Intervention for reluctant readers (suggestions of texts, parental contact, updated website with suggested termly reading lists covering fiction, non-fiction and blogs.
Intervention for reluctant readers
  • Termly suggested books to read
  • Reading logs kept by all Year 7 students and monitored by teachers
Reading Buddies
  • Student mentoring to establish reading buddies. High levels of satisfaction from both mentee and mentor
  • Evidence of impact with subsequent reading age assessments to look for impact and gains made by those participating. Average improvement: 18 months reading age in 9 months
Baseline assessment
  • Baseline assessment to measure skills and knowledge against which to chart progress in Maths and English
Thinking Reading
  • Additional training of staff to further build capacity
  • Purchase of resources including (but not limited to) GL Assessments, LASS testing software, PROBE
  • Development of CORE (Centre of Reading Excellence) room
Parental Information Evenings
  • Parental information evening on supporting child with Maths and English
  • Information evening on MathsWatch, how it works and how it can support a child’s learning and progress in Maths
Small Group Intervention
  • Targeted intervention in small groups developing numeracy and literacy skills
Meet our SENCO Drop In
  • Drop in session for parents to meet the SENCO and Year 7 Learning manager to discuss any concerns
Author Talks in the Library
  • Visiting authors discussed their books and reading habits in several events during the year

As part of our work during 2018-19, we have identified specific areas of focus that we will target for students in the academic year 2018-19 to better enable students to make the best possible progress.  Those students requiring additional catch up in maths will also be addressing more explicitly aspects of problem solving and reasoning as a feature of their mathematical skills to develop.  For those students who require additional help with reading, we will continue to embed our work in rolling out Thinking Reading and Reading buddies.  Our own analysis has shown that there is an additional gap with comprehension that we need to address so we will invest in resources to better enable us to do this and ensure that students make the best possible progress.

In the data summary below, we show the progress of this group of students by the end of Year 7.  Progress was measured by summative assessment at the end of the academic year, further information on our approach to assessment can be found on the school’s website.


Whole Cohort  (49) No. Boys  (31) No. Girls (18)
Expected Progress 53% 55% 50%%
Better Than Expected 27% 26% 28%
Progress Concern 20% 19% 22%


Whole Cohort (41) No. Boys (22) No. Girls (19)
Progress 78% 77% 79%%
Better Than Expected 5% 11%
Progress Concern 17% 23% 10%