The literacy and numeracy catch-up premium gives schools additional funding to support Year 7 pupils who did not achieve at least level 4 in reading or maths at the end of key stage 2 (KS2). Due to the KS2 changes in reporting this has now changed to students who didn’t achieve the 100 points in their SATs to make them ‘Secondary Ready’.
In previous academic years schools received £500 for each pupil in year 7 identified as requiring catch up funding. The DfE has confirmed that schools will receive the same total amount of Year 7 catch-up premium funding as they received in 2015/2016, adjusted to reflect the percentage change in the size of the Year 7 cohort, based on the October 2016 census. Exact funding hasn’t been established this academic year but will be based on the previous year’s allocation. Funding for 2015/2016 for PCSA was £27,000 for 56 students. Currently we have almost double the number of Year 7 pupils joining in September 2016 and estimate that we will receive £28,928 for 106 students.
All schools have to report on how this money was spent, as well as the impact of the premium to those pupils who are eligible.
Allocation of Funding:
The Tables show how the money has been spent over the last 3 years and includes the estimate for 2016/2017:
The table shows the additional provisions that were put into place to support further progress for students who attract the “Catch Up Funding”. Those provisions that are in grey were not available that academic year. You will see from the above that over the last 4 years we have increased provisions significantly to support the students spending a significant amount of additional funding. The additional provisions of specific literacy intervention includes Reading and Spelling Groups as well as small group support from the English mentor. In Maths there is a similar set up but the provision also includes some primary work focusing on developing confidence in areas of weakness.
This academic year we anticipate spending a significant amount extra to the funding given for these students due to the large increase in students needing support.
Impact on Progress 2015/2016
The anonymised spreadsheet below is an extract from the “Historical Overview” which tracks progress individual pupil progress. This spreadsheet tracks every individual, which provisions they have accessed and the progress they made over the academic year. This helps us to see what impact the funding has on a student’s progress.
One of the key, measurable provisions is Accelerated Reader which was introduced to support students whose reading ability was affecting their ability to access the curriculum. Students began the academic year with an average reading age of 8.04 years old. On average students in this group made 1 year and 4 months progress over the 7 month intervention with the average reading age being 9.5 years old at the end of the academic year, more than double that expected. This was extremely successful in embedding core literacy skills.
The spreadsheet identifies that the average Progress (Value Added across all subjects in Key Stage 3) made of the students who were eligible for the additional funding is on average +0.19. 73% of students who were eligible for the Catch Up funding made better than expected progress by the end of Year 7.
It is worth noting that the proportion of pupils exceeding expectations based on KS2 SATs in English and Maths are higher for those eligible for catch up funding than any other ability cohort in the school. This illustrates that the catch up funding is having positive impact with those pupils who did not achieve level 4 or higher in KS2 SATs.
Key Stage 3 Tracking of Catch Up Funding
Although funding ceases at the end of Year 7 for catch up students we continue to track these students closely through our internal assessment system and the Overview Spreadsheet. This ensures the significant gains made are continued and sustained throughout KS3.
The Spreadsheet image below is taken from the students who were eligible for the funding in 2013 – 2016. It shows how we continue to track their progress through the interventions put in place during their KS3 careers:
From the extract above it shows that improvements have been made yearly with the average reading gain of 2 years and 4 months (29 months gain compared with 21 months allotted time to Accelerated Reader). It is interesting to note that the two students who didn’t achieve as well with their reading progress did not have access to Accelerated Reader during Year 7 as at this point it was accessible for Pupil Premium Students only as a pilot. This shows the impact that Accelerated Reader has on students reading progress.