- Cashless Catering & ParentPay
- School Day
- School Closure Procedures
- Pupil Premium Statement
- Term Dates
- Term Dates 2016 - 2017
- Term Dates 2017-2018
- Exam Board Information
- Pathways & Careers
- Kudos - careers programme
- CV and cover letter templates
- Researching university options
- Researching post-16 options
- Researching apprenticeships/employment
- Financial Information
- Able, Gifted & Talented
- Early Application Mentor Group
- Year 7 Catch up Premium
- Extra Curricular activities 2016-17
- Document Library
Year 7 Catch up Premium
Context and fundingThe literacy and numeracy catch-up premium was introduced by the Government in January 2013. It provides schools with additional funding to support Year 7 students at the College who did not achieve the level expected for their age in reading and/or maths by the end of Year 6 (Key Stage 2). It is paid to schools to rapidly raise levels of achievement for these students in their reading and/or maths whilst they are in Year 7The premium is allocated to schools and it is for schools to decide how it is spent, since they are best placed to assess what additional provision should be made for individual students in their care. Lutterworth College uses the funding to support the needs of the identified students, by ensuring that it impacts on their progress in literacy and numeracy. Further details regarding how this money was utilised is provided below.
Total funding in 2015/16 £5,500
Total funding in 2016/17 £5,500
6 students did not achieve the expected level in Maths by the end of Year 6
6 students did not achieve the expected level in Reading by the end of Year 6
5 students did not achieve the expected level in Reading and Maths by the end of Year 6
Vision, strategies and expenditure
At Lutterworth College we have one main objective which underpins the allocation of this funding: to provide additional educational support to improve student progress in literacy and/ or numeracy and improve the life chances for students who are eligible for this additional funding.
We regularly monitor the progress of those students eligible for funding to ensure that it is having the required impact.
To achieve our main objective and improve progress for these identified students in their maths and/reading we have implemented a variety of intervention strategies. This is done on an individual student basis, these strategies and their impact is reviewed regularly throughout the academic year. If we feel that an intervention is not having the desired impact or if the needs of the individual learner changes, we will adapt the way in which we support that student to maintain progress.
Some of the strategies we use are outlined below and the figure in brackets is the amount that was spent in the 2015-16 academic year on each strategy:
1) Higher Level Teaching Assistant led intensive one to one teaching sessions for targeted year 7 students during a two-week period of the summer break. This culminated in a three day summer school, which focused on students applying their reading and maths skills to solves a challenge set for them. (£1500)
2) A member of the Senior Leadership Team responsible for the Year 7 Literacy and Numeracy catch-up premium and the Data Leader, organise and present student-level data to ensure eligible students are subsumed within the school’s academic tracking and monitoring procedures ensuring additional focus and intervention where necessary. (£????)
3) Purchase of the site licence for Units of Sound to use with targeted students. Responsibility for this sitting with a senior member of staff in the English Faculty. Students having regular 20 minute sessions using this software as part of their English lessons. (£????)
4) To cover the cost of an additional teacher and Higher Level Teaching Assistant working doing small group teaching with targeted students who were withdrawn from Modern Foreign Languages lessons to focus on their maths and literacy.
5) The Head of Maths and Head of English are informed of the eligible students and they monitor and work closely with their departments to track progress and ensure students make the expected progress and catch-up with their peers by the end of year 7. (£????)
6) Additional age and stage appropriate resources are purchased as required and consumables such as photocopying ensure students have access to suitable, personalised, learning materials. (£500)
Impact of strategies - cohort 2015-16
In literacy 50% of eligible students were in-line with expected progress for all students of their age group, by the end of Year 7.
In numeracy 67% of eligible students were in-line with expected progress for all students of their age group, by the end of Year 7.
Proposed Expenditure 2016-17
Whilst we are clear about the impact and relative success of the above strategies and therefore will continue to support them using our 2016-17 funding, there are other strategies that we are exploring currently. In addition to these we have purchased the Accelerated Reader programme to further support the literacy of this group of students. This totals approximately £???? of our funding allocation, the remainder of which will be allocated in the coming weeks. The first reporting window at the start of the Spring Term will allow a review of the impact of the strategies and ensure any refinement takes place.