Catch Up Funding 2015-16
For 2015-16 the school has been allocated £22,000 for catch up funding which is used to target Years 7 and some Year 8, funding received is in addition to SEND and PP. The funding is held in a central budget and the Headteacher will have oversight of the budget and funding has been allocated as follows:
The aim of the fund is to close attainment gaps for all students but there is a clear focus on those who are 'disadvantaged'.
The relevant HOF and SENCO must meet collaboratively to agree the plan of action in preparation for the academic year and identify common needs and gaps that can be addressed through the funding. A focus must be placed on literacy and numeracy and the following data used to identify students for catch up programmes:
Students may receive either long or short term additional support but there must be a clear timeline and agreed points of review. Once a child has been identified for catch up a meeting must be convened with relevant staff and parents and or carers; the purpose of the meeting is to set targets and agree and action plan. It might be suitable to agree an action plan for a group of students. The action plan must identify key outcomes and review dates. If possible involvement from the child's primary school would be useful especially when dealing with transition.
The Head of Faculty is responsible for oversight of the catch up programme and agreeing the action plan. Spending and allocation of funds must be detailed in the budget monitoring document (see School Business Manager) and updated from September to end of May. Copies of both the action plan and budget reports must be made available to governors and monitored through resources and pupils and staff committee.
At the end of the academic year an impact report will be submitted by the HOF and SENCO which will use attainment data to show impact and supported with relevant detail on personal achievements.
Key actions / activities 2015-16
Year 7 and 8 SEN
Summer Term Review
1. Ruth Miskin Literacy groups:
All of the 8 students were targeted for this intervention because they had a reading age of 9 -. Reading tests are due to be delivered by the English department before the end of April in order to ascertain how much progress they have made. It is hoped that the students will have improved their reading ages by at least 6 months or more. Attendance to the intervention sessions has been very positive, although initially students complained that they were being taken out of their MFL and PSE lessons. In the first sessions it was explained to all students why they were taking part in the intervention. A focus on target grades and what they need to do to demonstrate that they are on track to achieve their target grades was met with a positive attitude and a determination to achieve goals and targets during the sessions. Once students saw the benefit of going back to basics – sounding out / phonics, they realised how this could help them in all of their lessons. Data wise, all students have made an improvement in their English grade by either one sub level or whole level. The same students will continue to work on literacy as historically, the best impact using the Ruth Miskin series of workbooks is when students work on the programme for a year. The same students will complete the Achieve 3000 Differentiated Reading programme alongside the Ruth Miskin scheme of work. The two weakest readers in the group have not only improved their levels but their confidence also.
2. Small group basic literacy groups:
After the autumn term data drop 13 students were identified for extra literacy support for 1 lesson every week. The students were withdrawn from lessons during period 3 on a Wednesday and period 1 on a Friday. Again attendance to these groups has been positive, with students enthusiastic and excited about having targeted support to help them to improve their basic literacy and focus on the new requirements for all written exams where students will be marked for spelling, punctuation and grammar. So far the spring English data shows that 71% of students in Year 8 have improved their grade in English by one sub level or one whole level. In Year 7 66%of students have improved their English grade by one whole level.
3. SEN students included in Saturday School intervention:
Eight students on the SEN register were invited to attend the Year 7 Saturday classes. The classes were run by a specialist primary school teacher and a SEN Teaching Assistant for 6 weeks. One pupil had 100% attendance and the other students attended sporadically. The positive feedback from the questionnaires given to students is that all of the students want the intervention to continue and they found it beneficial. The data for the targeted cohort is strong but further work will be completed with all of the students on the SEN register to ensure that they attend regularly.
4. Breakfast Club:
Year 7 and 8 students were identified for a Breakfast club study support intervention. We wanted the students to be able to engage with a member of staff within a small group setting and improve their levels across a range of subjects but with a focus on English and maths. Of the 14 students identified, 6 students attended regularly for 4 weeks. It is felt that a considerable amount of further support is required, certainly to engage the other students who did not attend therefore, we have decided to run this intervention during the PSE sessions instead.
5. Handwriting Intervention:
Eight Year 8 students were identified for handwriting skills intervention that was delivered by Two Teaching assistants. 50% of the students attended the sessions on a regular basis; all students were given clear targets to help them improve their handwriting. During the sessions, students completed a colourful literacy pack. Their focus was to ensure that activities were completed neatly, whilst focusing on their individual targets consisting of: spacing, cursive and non-cursive writing and positioning of the letters on the lines. Students were given a three week initial target as an incentive; this was necessary for those students that didn't want to engage in the sessions because they felt that there handwriting was a neat as it could be. Four of the students that participated have made excellent progress in their handwriting and presentation and are consistent with this. The other students remain on the intervention programme.
London SE6 2SE
Tel: 020 8461 9600