Using DfE Funding successfully to raise achievement in students in Year 7 whose prior attainment is below national expectations on entry.

Cape Cornwall School Catch Up Premium Strategy and Action Plan

Target

The following target has been set by Governors:

To improve achievement of students on the Record of Need, particularly those who arrive at Cape Cornwall School with a KS2 level of 3a or below in English and/or mathematics.

The barriers to learning and progress of these pupils need to be removed, so that all can achieve their potential.

In planning how to spend the funding, governors have used a set or principles:

1. The funding is solely for spending on students eligible for "catch-up" funding.

2. It is focused on supporting eligible students to improve their achievement in the core subjects of English and mathematics.

3. The impact of spending is rigourously evaluated to ensure value for money.

4. Improvement in the quality of education for less able students is an integral part of whole school improvement planning.

5. Development of staff skill to ensure the highest quality teaching and support every day is given high priority, including the provision of high quality staff training.

6. The role of parents and carers in supporting progress, behaviour and attendance of students, in partnership with staff, is seen as crucial to student success.

Below expected attainment at Cape Cornwall School

Target 1 2015 -2016 - Students who came into the school with a Key Stage 2 level lower than 4c in English and/or mathematics to be on tract to achieve at least a GCSE Grade 5 by July 2017.

Target 2 2015 - 2016 - Students who came into the school with a Key Stage 2 level lower than 4c in English to improve reading age by a minimum of one year.

Current cohorts

  1. English

Year

Total

PP

SEND

7*

26

9

6

8

6

6

2

The average reading age increase in years for the 2015/16 cohort between September 2015 and May 2016 was +2.83

  1. Maths

Year

Total

PP

SEND

7*

16

5

8

8

8

7

5

 

*Y7 students are those with a scaled score of less than 100. In 2015, 89% of children nationally achieved level 4 or above in reading and 87% in maths; in 2016 66% of children reached the expected standard in reading and 70% in maths. The cohort eligible for the catch up premium has therefore increased significantly.

Monitoring and reviewing the policy

Our work in relation to students below expectation on entry is reviewed on a termly basis to ensure it is having the intended impact in narrowing the gaps.  This allows us to make adjustments if particular strategies are not working well, rather than leaving an unproductive action in place until the end of the year.

Our catchup-policy is reviewed on an annual basis and adjustments are made to it according to the impact the School is having in narrowing the gaps.  We recognize the importance of evaluation and the need for this to be robust to ensure the approaches we are using have the desired effect and represent good value for money.  Our annual review will involve staff, students, governors, parents and carers.

Impact of funding for 2015/16 (current Y8 cohort)

 

  1. Levels of progress, English and Maths

 

Subject

KS2 Level

On track make levels of progress (summer tracking 2016)

3 levels of progress

4 levels of progress

English

3

3

1

Maths

3

5

1

 

  1. Maths- Times Tables progress as result of intervention

Student

TT Baseline

Sept 2015

TT Assessment

June 2016

Percentage Change

1

73

94

+28.8

2

38

Left

3

54

82

+51.8

4

41

70

+70.7

5

61

79

+29.5

6

63

80

+27.0

7

71

86

+21.1

8

36

81

+125.0

9

71

91

+28.2

10

Not present

 

  1. Maths- Arithmetic progress as result of intervention

Student

Arithmetic  Assessment

Oct 2015

Arithmetic Assessment

May 2016

Percentage Change

1

13

23

+76.9

2

Left

3

9

12

+33.3

4

5

7

+40.0

5

7

11

+57.1

6

6

12

+100.0

7

10

15

+50.0

8

9

11

+22.2

9

11

17

+54.5

10

Not present

Current provision for students eligible for catch-up funding for 2015-2016 is as follows:

  • Appointment of Faculty Learning Assistants to provide specialist support in English and Maths
  • One to one teaching and small group teaching for both literacy and numeracy
  • Investment in a specialist, age-appropriate resources for numeracy and literacy to support invididual and small group intervention
  • Working towards Dyslexia Friendly Schools accreditation for July 2017 to evidence secure provision for students

Expenditure

The allocation for 2015/16 was £7000. It is expected to be the same amount for 2016/17

 

Action

Cost

Specialist Literacy support, dedicated TA

£2,000

Numeracy intervention

£3,000

Specialist Dyslexia & Dyscalculia Support

£2,000

Total

£7,000


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