Context and funding
The literacy and numeracy catch-up premium was introduced by the Government in January 2013 and is paid to schools to rapidly raise levels of achievement for students in year 7 who have not reached the level expected for students of their age.
The premium is allocated to schools and it is for schools to decide how it is spent, since they are best placed to assess what additional provision should be made for individual students in their care. Cheltenham Bournside School use the funding to support the needs of the identified students, by ensuring that it impacts on their progress in literacy and numeracy. Further details regarding the specific usage is provided below:
Total funding in 2014/15 £11,500
Total funding in 2015/16 £10,000
Total funding in 2016/17 £23,500
Vision, strategies and expenditure
At Cheltenham Bournside School and Sixth Form Centre we have one main objective which underpins the allocation of funding: to provide additional educational support to improve progress, raise the standard of achievement in literacy and/ or numeracy and improve the life chances for students who are eligible for funding.
We monitor the progress of those students eligible for funding and this is continuously analysed to ensure that it is having a positive impact.
To achieve the above objective and enhance the opportunities for our eligible learners we have implemented a variety of intervention strategies, on an individual student basis, which are monitored throughout the academic year. The impact of these strategies is analysed at a forensic level to ensure our objectives will be met. It is also common practice that if an intervention is not having the desired impact or if the needs of the eligible learners change, we will adapt the way in which we support that student.
Some of the strategies we use are outlined below and the figure in brackets is the amount that was spent in the 2015-16 academic year on each strategy:
1) Teaching Assistants led a Breakfast Booster Literacy club for targeted year 7 students. (£1500)
2) A Higher Level Teaching Assistant co-ordinated Reading Club where students from the sixth form support identified students on a regular basis before school. (£2267.50)
3) A member of the Senior Leadership Team responsible for the Year 7 Literacy and Numeracy catch-up premium and the Data Leader, organise and present student-level data to ensure eligible students are subsumed within the school’s academic tracking and monitoring procedures ensuring additional focus and intervention where necessary. (£3000)
4) Two specialist Teaching Assistants responsible for literacy and numeracy had the oversight of the identified students and ensured that those eligible for the funding are targeted with the most appropriate support. They co-ordinated the additional support required. (£2000)
5) The Assistant Head of Maths and Assistant Head of English are informed of the eligible students and they monitor and work closely with their departments to track progress and ensure students make the expected progress and catch-up with their peers by the end of year 7. (£2000)
6) Additional resources are purchased as required and consumables such as photocopying ensure students have access to suitable, personalised, learning materials. (£400)
Impact of strategies – cohort 2015-16
- In literacy 100% of eligible students (18) were in-line with expected progress for all students of their age group, by the end of year 7.
- In numeracy 100% of eligible students (25) were in-line with expected progress for all students of their age group, by the end of year 7.
- Of the 19 students eligible through literacy and numeracy, 89% and 100% respectively, of these students were in-line with expected progress for all students of their age group by the end of year 7.
- There are a number of student case studies, which evidence the quantitative and qualitative impact of the support and challenge that has been provided using the Year 7 literacy and numeracy catch-up funding for the identified students.
Whilst we are clear about the success of some of the above strategies and therefore will continue to support them using our 2016-17 funding, there are other strategies that are still pending a fuller evaluation. We are able to be clear that at this point, we have committed to using our 2016-17 funding to support strategies 2 to 6 from the above list. Strategy 1, in light of student feedback has been modified in its approach and structure to ensure a higher level of student engagement. This totals approximately £19,000 of our funding allocation, the remainder of which will be allocated in the coming weeks. The significant uplift in student numbers in receipt of this premium has meant that we are reviewing the above strategies and staffing involved and ensuring all students will be supported via these strategies. The first reporting window (29/11/16) will allow a review of the impact of the strategies and ensure any refinement takes place.