Skip to content ↓

Year 7 Catch Up Premium


Year 7 Catch-up Funding 2015-2016

Overcoming barriers to learning.

A full analyses of the specific pupils that did not reach level four for both Mathematics and English indicated that there were a number of common barriers which needed to be addressed before these pupils could improve their academic progress:

Behaviour modification programme (cost £1500): Three of these pupils were consistently disruptive in lessons and were reluctant to engage in their learning across most subjects. We assigned these pupils to an external behaviour specialist for 9 weeks, two hours per week, who would work alongside these pupils to improve their attitude to learning and ‘love of learning’. All pupils have made positive strides to improve their attitude from learning and are no longer regularly being removed from lessons.

Emotional/Mental Health (cost £600): Two of these pupils had shown symptoms of significant emotional health concerns. They were assigned to our internal Certified School Counsellor who implemented a comprehensive education programme to improve their well-being and helping them to maximise their achievement. Both pupils successfully completed the programme.

Accessing the curriculum (cost £2000): Three pupils were unable to access the curriculum because they were working at level 3c or below. Their entry level in year 5 was very low and their English Literacy was significantly lower than their peers. Noticeably, these pupils also had low attendance and parental engagement was limited. These pupils were assigned extra support through our Student Support Centre, through a modified core subject timetable, group counselling, consultation with parents and individual responsive services (preventative and/or interventive activities). As a result of the Student Support Programme, two of the three pupils are now back in on full time timetables with little modification required to their provision. The other pupil is due to receive external provision off site for three afternoons per week to cater for their individual needs.

Reducing those at risk of exclusion (cost £2000): 5 pupils were classified as ‘Risk of Exclusion’. They were immediately assigned to a member of the Senior Management Team, where they were closely monitored and supported to making the right choices. Close communication was made with parents and each child was set a behaviour and academic target. As a result 4 of the 5 pupils are no longer at risk of exclusion and have a positive attitude to learning; 60% of these pupils are making excellent progress towards staying in the classroom and refraining from disrupting others. The other pupil is due to receive external provision off site for three afternoons per week.


Specific English Intervention

21 pupils were specifically identified as not reaching the expected level 4 for Reading last year. All of these pupils have recently been assigned to the Accelerated Reader Programme, whereby they will receive close support and it is expected that their reading ages will rapidly increase. 10 of these pupils were given opportunities to use our Bug Club books to ensure they could access the curriculum. Due to the low levels of attainment, 8 pupils were assigned a Teaching Assistant in English lessons to support their general learning and 4 of these pupils were given Specific Education Plans due to their special educational needs.  All low level ability pupils were assigned to a small English teaching group and were given a tailored programme of study, along with 3 other catch-up pupils who were assigned to a small intervention group with an English specialist.


  • Smaller nurture literacy group with JR as teacher (cost £5000 )
  • Purchase of Accelerated Reader (outside literacy Programme) (cost £ 3591.00)
  • Purchase of Bug Club Books for lower ability readers (cost £1959.25 NC Levels 1 – 3)
  • SEND Intervention and support (cost £4000 )
  • Personal Provision Plans that include Literacy arrangements (cost £3000)
  • Boosters for 3 pupils: (cost £500)




  • All pupils (apart from two) have made average or above average progress in reading. For the pupils that have not made average progress, they will be given extra support by the Head of English in September this year for 7 weeks. They will also work alongside their Head of Year/Form Tutors during the Accelerated Reading slots to rapidly improve their reading.
  • 18 out of 21 pupils have increased their reading age with 5 pupils making 2 or more sub-levels progress so far, although we anticipate rapid progress from all pupils due to the introduction of our Accelerated Reader Programme.
  • Every pupil made progress in their writing this year with 4 pupils making 2 or more sub-levels progress so far.
  • 10 pupils have achieved L4 in reading.
  • 11 pupils have achieved L4 in writing.




In 2015-2016 interventions were put in to place for a number of pupils in year 7 to help them reach Level 4, as they did not attain this National Expected standard in their SATs.  87% pupils managed to achieve level 4 last year and therefore there were 13% of pupils requiring intervention (14 pupils).  At the beginning of Year 7 the Head of Mathematics monitored the progress of these pupils. Many of these pupils were in the same group, so a member of SLT was assigned to this group to ensure that accelerated progress took place through Quality First Teaching. By October half term, the number of pupils working at below level 4 was reduced to 10 pupils.

We identified 6 pupils in particular who were still significantly below the Level 4 and had made less than good progress since joining the Academy (5 sub-levels or less). We assigned these pupils to small  Boosters groups utilising the expertise of some of our internal staff. Two outstanding year 5 Maths teachers were chosen due to their experience at KS2 and helping develop lower ability pupils in the past. These pupils engaged in one hour of intervention after school each week (3.45pm – 4.45pm).  The tutors spoke to the class teacher who advised where the gaps were in the curriculum and what topics would be the most appropriate to progress them further.  The tutors also carried out their own baselines and identified place value, sequences, functions, area/perimeter, column subtraction and division as the main areas of focus.  The two teachers decided to team teach and created two sub-groups of 3 to differentiate the learning.   

By February 2016 the number of pupils working below level 4 reduced to just three pupils. Contrary to this some of the pupils undergoing intervention were still working at level 4c, so this intervention continued to secure a Level 4b in maths.  80% of the pupils did manage to achieve at least two sub-levels of progress during the time and, triangulated through teacher assessments and book scrutiny, only 3 pupils were below Level 4.  At the end of the year all pupils completed the ‘Progress Test in MAths’ (PTM), with the results showing that all but 1 pupil had reached at least a level 4 in this assessment; this shows effective interventions with these 14 pupils.

Specific Mathematics intervention cost (cost £1500):


Moving forward (Mathematics and English)

Current Year 8

For any pupils still behind National expectation in year 8 this year (according to the end of year summer test), these pupils will receive a further 1 hour/intervention with the Head of English and various Maths Teachers. They will be taught according to the gaps in their learning from the previous year to ensure that they are meeting National expectation. This will be validated through pre and post-tests such as Alfie tests and prepare them for their KS3 curriculum.

Current Year 7

As there were a significant number of pupils not reaching the National Expectation in both English and Maths, we will be focusing on whole school initiatives to address this. In particular we have invested in a programme called Accelerated Reader to rapidly improve pupils reading ages/comprehension. Each pupil will be set individual targets' to reach using a ZPN (Zone of Proximal Development) number to challenge them while keeping their interest. Time has been built into the new timetable to accommodate a minimum of 30 minutes reading practice per day. Pupils will have the opportunity during this dedicated time to take motivational online quizzes and receive immediate feedback, visit the school library to change their book, read with a partner, individually or to a member of staff. A comprehensive set of reports will help staff support pupils in vocabulary growth and develop literacy skills. Due to the restructure of the Senior Management Team this year the newly appointed Heads of House will have a specific role in supporting those pupils that did not reach the National Expectation in year 6. For example, they will support a number of pupils through a Metacognition approach to ensure that, for those pupils not reaching National Expectation in Year 6, their English and Mathematics rapidly improves at the start of this Academic year.

For pupils that received 95+ in their SATs (but did not reach the National Expectation), Boosters and interventions will be taking place during timetabled slots on the Academic Calendar (Enrichment). This intervention will take place at the start of this Academic year for 7 weeks. Here, designated teachers will be working with these pupils to accelerate their learning of the KS2 curriculum. Particular focus will given to the gaps in pupils learning by analysing the results of the summer end of term tests. These teachers will also complete both pre and post formative tests to validate the progress that has been made for each pupil. Furthermore, Form Tutors/Heads of Year will have an active role developing attainment in Reading as each pupil below expectation will be given time to read with these teachers or take part in paired or guided reading to ensure that they are reading appropriately challenging books and working towards achieving their personal targets.

Pupils who did not achieve National Expectation in Mathematics will be assessed for gaps in their learning using our PTM tests. The subject teacher will plan their lessons around the data analysis from these externally marked tests. The first half term will focus on these areas and once the children are secure they will then move on to the Key Stage 3 curriculum. The SLT will monitor the data from these groups every half term and put intervention in place for those pupils who are not making expected progress.


These initiatives are new to the school and will therefore be the main focus of training for the staff from September. The two training days at the start of term will address this training with additional slots after school during the first half term to ensure all staff feel informed, secure and confident in using and delivering these new strategies for raining standards across the academy in numeracy and literacy.