In 2013, the Government introduced the year 7 catch up fund. This will enable all secondary schools to help all students who did not achieve the expected standard at the end of key stage 2.
We strive to attain the highest standards and ensure inclusion and equal access for all learners. A wide range of provision and intervention strategies are offered to enable all learners to engage in learning and reach their potential.
Outwood Academy Valley identify Y7 catch-up students using KS2 SATS outcomes; any child achieving less than the expected standard of 100 in English and/or Maths is entitled to catch up support with the aim of rapidly closing learning gaps. We also identify additional students using the Academy reporting system Praising stars © in October who are not making required progress in English and Maths and require some further support. In allocating this fund consideration will be given to those students who:
● Have not made the required progress in reading and/or mathematics at Key Stage 2
● Praising Stars© shows that they are currently not making the required progress
● Further assessments may be carried out if further information is needed to identify if a child has SEN. This is part of the new SEND code of practice where early identification is of paramount importance. In these cases the SEND Officer (Mrs Nixon) will liaise with parents & carers.
In 2019/2020 academic year, Outwood Academy Valley expects to receive approximately £23,901 for Y7 catch-up premium, based on the amount received last year. We have identified a total of 53 Y7 students who did not achieve the expected scaled score of 100 in maths. We identified a total of 71 Y7 students who did not achieve the expected scaled score of 100 in English reading and 55 who did not achieve the expected scaled score for writing.
Outwood Academy Valley received £23,821 for 2018-2019. We strive to attain the highest standards and ensure inclusion and equal access for all learners. A wide range of provision and intervention strategies are offered to enable all learners to engage in learning and reach their potential.
In literacy, 81 students out of 300 were identified as not making expected progress at the end of KS2. Following intervention 67 % made good or outstanding progress in their literacy skills. Intervention will continue for those students not making the required standard.
In numeracy, 51 students out of 300 were identified as not making expected progress at the end of KS2. Following intervention 22% made good or outstanding progress in their maths skills. Intervention will continue for those students not making the required standard into the next academic year.
A wide range of provision and intervention strategies will be offered to enable all learners to engage in learning and do their best. In 2019/20 this funding is being used towards:
Ruth Miskin Phonics
• Accelerated Reader
• Spelling Mastery
• Handwriting support
• VMG literacy
• VMG numeracy
• Dyslexia Portfolio
• Small group literacy work
• Reflective reading
• TRUGS (Teaching Reading Using Games)
• 1:1 numeracy support
• Hegarty Maths
• Numeracy Ninjas
• Numeracy home learning booklets
• Small group numeracy work
• My Maths
• Maths Peer Mentors
• Parent Evenings and Open days (a chance for parents to visit and discuss any aspect of literacy and numeracy support)
• Evaluating the Effectiveness
In addition this year the Academy continues to fund Numicon to help support students in numeracy.
● If you have any queries regarding catch up support and your child has identified additional needs, or you think your child might have undiagnosed SEND needs then please contact Mrs Helen Nixon our SEND Officer.
● Mr Adam McClune is the Year 7 Learning Manager and has an over sight on interventions happening in Year 7.
The internal reporting Praising Stars© system will be used to assess students’ progress. Tracking and monitoring of intervention groups and termly testing will also be used to monitor individual progress.
Current predictions will be available after each Praising Stars.
Full scrutiny is completed at the end of each Academic year. Details of impact statements for previous years can be found below.