Year 7 Literacy Catch Up
At JFS we will receive £9000 in Year 7 Catch Up Premium funding to support 18 of our pupils in closing attainment gaps in literacy and numeracy.
At JFS some of our catch-up provision is offered through our deployment of SEND staff and resources. Additional input from the English and Maths departments is also provided.
Numeracy catch up: In Year 7, there are two Springboard Mathematics groups, which are very small groups taught by teachers from the SEND Department. These comprise students who achieved Level 3 or below in their Key Stage 2 Mathematics.
Literacy catch up: Students are able to participate in the Hackney Lit programme. This scheme for boosting literacy at KS3 was developed by the London Borough of Hackney’s Learning Trust. The programme’s unique characteristic is that it is entirely literature-based: all the learning and assessment materials are authentic texts appropriate to the age-range, used with publishers’ and authors’ permission. Initially a reading programme, LIT is now a fully comprehensive English programme that includes reading, writing, spoken English and communication, grammar and vocabulary. In addition the English Department provide Year 12 buddies for English, run a KS3 drop in support club and there is a Paired Reading Programme that selected students will be offered.
IMPACT OF LITERACY AND NUMERACY CATCH UP FUNDING
|INTERVENTION||EXPLANATION OF INTERVENTION||IMPACT||%|
|SPRING BOARD MATHS PROGRAMME||Students are identified from Hodder test taken in September – if they are at level 3 (old system) they receive small group maths tuition provided by specialist SEN teacher.||All student returned to mainstream maths sets and made progress as below:|
9/15 =60% moved up a set after 1 year.
5/15 = 33% moved up 2 sets after1 year
1 left the school
|LITERACY CATCH UP||PAIRED READING PROGRAMME:|
|All students were tested at the beginning and end of the intervention and made the following progress|
1 level and 2 sublevels
1 level and 1 sublevel
2 levels and 1 sublevel
Remained the same
1 level and 2 sublevels
2 sub levels
62.5% of students progressed by at least one level
12.5% progressed by 2 levels or more
12.5% progressed by under one level
12.5% did not progress
CONTEXT OF READING PROGRAMME INTERVENTIONS
- Triangulate our data with CATS, non-verbal & verbal to ascertain discrepancies
- We look at SATS from primary school
- We look at Edinburgh reading scores
- Use Hodder where available.
- Co-ordinate to identify students
- Once cohort established the single word reading test pre & post in order to see progress made.
- Students have 10 sessions of 20 minutes