Pupil Premium and Year 7 Catch-up

Pupil Premium

The Pupil Premium is targeted at specific groups of pupils in order to provide additional support and resources to narrow the attainment gap. More information can be found at the Department for Education website below:

Below are downloadable documents providing our own analysis of how Pupil Premium resources were allocated, including:

  • Pupil Premium funding statements
  • Pupil Premium funding priorities
  • Impact statements on previous years
  • Pupil Premium financial statements
  • Year 7 Catch Up Funding

 

The Hayfield Academy Pupil Premium Strategy 2016-17 (PDF)
Pupil Premium provision Map 2016-17 (PDF)
Pupil Premium Summary Report 2016-17 (PDF)


Year 7 Catch Up Funding

The Conservative Government made a commitment to provide additional funding to schools for each Year 7 pupil who did not achieve a level 4 in reading and/or maths at Key Stage 2.

Therefore as a school we have received an additional premium of £500 for each of our Year 7 students who did not achieve at least level 4 in reading and/or maths (maximum £500 per pupil) at Key Stage 2.

The money will be used to deliver additional tuition or intensive support in small groups, giving students valuable support to bring them up to speed so that they are more likely to succeed.

Example Use of Funding

Easter School
Twenty three students attended our first Easter Catch-Up School which was run by a team of English and Maths specialists. The teacher/student ratio was extremely high to ensure that students received intensive tuition and support.

The three day school provided students with the opportunity to access literacy and numeracy activities in extremely small groups focused on producing a leaflet to advertise the local Wildlife Park – a key tourist attraction in the local area. The students actually visited the Wildlife Park on the second day to actively research content for their leaflet. They were amazed to discover facts such as: A giraffe has seven stomachs.

On the final afternoon the students gave a presentation to their parents on the learning which had taken place over the three days. Students’ evaluations reveal a high level of engagement and enjoyment.

Tuition

Students have also been accessing individual or small group tuition in English and Maths. The class teacher identifies key areas which they feel the student needs to grasp in order to make further progress. With this information the tutor then creates an individual learning plan.

At the end of the tuition period the students’ progress is then assessed and the class teacher receives feedback from the tutor. Student progress data has shown clear evidence that the tuition has increased student progress. Students have readily engaged and their evaluations reveal that they have benefitted from the additional support.

 

Year 7 literacy and numeracy catch-up premium 2016-17

 

Additional funding is given to schools through the literacy and numeracy catch-up premium in order to support those Year 7 students who fell below the expected standard in reading or mathematics at the end of Key Stage 2. The Year 7 catch-up premium allocation for 2016 to 2017 was £13,080, an increase funding of £1580 due to a 13.74% cohort increase from the previous academic year 2015/16.

At The Hayfield School we use this funding to provide targeted and personalised intervention to ensure that accelerated and sustained rates of progress are facilitated in these two key areas. Following an initial baseline assessment, gaps in students’ knowledge are identified and bespoke programmes are devised in accordance with the KS3 English and Mathematics curriculum.

 

Catch-up premium allocations Year 7 2016-2017 Academic Year:

 

Below Expected Standard [NS] in reading only Below Expected Standard [NS] in mathematics only Below Expected Standard [NS] in reading and mathematics Funding
2016-2017 66 53 41 £13,080

 

Summary of the intervention strategies implemented at The Hayfield School during of 2016-2017:

  • Phonics and Literacy programme.
  • Nessy software for reading and spelling.
  • Handwriting clinics.
  • Accelerated Reader programme.
  • Afterschool homework club.
  • Two primary specialist phase teachers appointed to teach set four in maths and English; specialised curriculum developed with KS2/3 focus.
  • Wave three teacher intervention with targeted students, 1:1 sessions for maths and English.
  • Individual Learning Plans that are personalised and shared with classroom teachers with new Provision Map programme.
  • Key maths/English skills interventions delivered by LSAs during tutor periods
  • Wave three teacher intervention linked to social and emotional well-being; building self-esteem with targeted students, 1:1 sessions

 

As part of the their Individual Learning Programmes students are set three personalised targets which are shared with colleagues across the curriculum to ensure that there is a collective responsibility to support students in working towards their target. Students are re-tested throughout the year to ascertain the progress that students are making with their literacy and numeracy key skills.

 

We also recognise that the most rapid and sustained gains in progress are driven through daily classroom practice. The expert planning and delivery of personalised English and Mathematics lessons, informed by frequent, high quality assessments together with regular, purposeful marking and feedback are crucial to the ‘catch-up’ strategies implemented

Two specialist Phase Primary Teachers were appointed to oversee the school’s catch-up strategy and curriculum for maths and English, both teaching Y7 set 4. The specialist phase teachers will also liaise with The Hayfield School’s key primary feeders to ensure that links between curriculum areas for catch-up students are formed and that teaching styles are consistent to further enhance teaching and learning. Key stage 3 schemes of work have been amended for 2016 – 17 to incorporate changes that have taken place within the Key stage 2 teaching and learning curriculum.

 Monitoring the impact

The impact of the literacy and numeracy strategies are largely monitored by designated intervention colleagues, Raising Standards Leader and the Assessment Point data submitted for English and Mathematics over the course of the academic year.

 

Analysing the impact

Literacy Catch up cohort 2016-17

Total Cohort size: 66

A detailed analysis was performed to look at the progress made by this cohort at the end of summer term 2017 using the 2017 DfE Rules and Y7 SS Attainment 8 estimates:

  • 61% of the cohort are on track to achieve grade 9-4 in English (target was 73%)
  • 14% of the cohort are on track to achieve grade 9-5 in English (target was 21%)
  • The average total Attainment 8 grade for the cohort is 4.3 (target was 3.92)
  • The average total Progress 8 for the cohort is 0.49 (target was 0.11)
  • 70% of the cohort made a positive increase growth on the Accelerated Reader programme, increasing their reading age and reading skills. On average this cohort increased their reading age by 7 months. 39% of this cohort made very good progress with their reading skills and had increased their reading age by 1 year or more
  • Progress 8 and Attainment 8 measure show an upward trend

 

Numeracy Catch-up cohort 2016-17

Total Cohort size: 53

A detailed analysis was performed to look at the progress made by this cohort at the end of summer term 2017 using the 2017 DfE Rules and Y7 SS Attainment 8 estimates:

  • 77% of the cohort are on track to achieve grade 9-4 in maths (target was 62%)
  • 38% of the cohort are on track to achieve grade 9-5 in maths (target was 11%)
  • The average total Attainment 8 grade for the cohort is 3.9 (target was 3.6)
  • The average total Progress 8 for the cohort is 0.43 (target was 0.13)
  • Progress evident as all above measures show upward trend

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