Conisborough College

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Catch Up Funding

Catch Up Funding 2015-16

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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:

  • £15,000 to Orion (Year 7) – lead Ms Neil
  • £2,000 to Newton (Year 8) – lead Mr Aylward
  • £5,000 to SENCO – lead Ms Cameron

The aim of the fund is to close attainment gaps for all students but there is a clear focus on those who are 'disadvantaged'.

Identifying students

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:

  • Banding
  • KS2 levels
  • Reading age
  • Baseline tests (completed on induction)
  • Teacher assessment
  • Attendance and punctuality
  • Meetings with primary school

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.

  • Possible strategies
  • Saturday school programme
  • 1:1 tuition
  • Small group focussed intervention
  • Reading recovery programme
  • CPD on numeracy and literacy catch up
  • Dyslexia support
  • Cultural visits
  • Involvement in extracurricular activities
  • Parent workshops
  • Mentoring and counselling if emotional barriers exist
  • Other staff CPD to better support students
  • Rewards and prizes to help motivate and achieve goals
  • Supplying additional resources such as books for use at home


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

  • Saturday School led by Primary Specialist and Teaching Assistant at school
  • Numeracy and literacy support for pupils at 4c or below
  • Additional resources purchased
  • Former pupil running weekly classes for pupils on literacy and numeracy
  • Leadership programme to focus on social development and confidence (20 boys and 20 girls) 'Dynamix'
  • Ensure all baseline data and testing is accurate
  • Parent workshops for supporting at home with literacy and numeracy
  • Lunch time clubs to support pupil transition
  • Summer term residential planned for literacy and numeracy
  • Taekwondo programme

Year 8

  • Weekly intensive literacy and numeracy intervention
  • Guided reading support
  • Provision of resources for example Buzz Books
  • Homework clubs
  • Attendance monitoring and rewards
  • Saturday school for literacy and numeracy (20 pupils)
  • Maths work books provided for home use
  • Residential planned for May (Kent Mountain for 30 pupils) focus on social development
  • University trip for pupils
  • Leadership programme to focus on social development and confidence (20 boys and 20 girls)

Year 7 and 8 SEN

  • Reading age testing
  • Toe by Toe training for TAs
  • Lexia reading programme and APP for home use
  • TAs supporting literacy and numeracy support in small groups
  • Resources purchased for on-going use: dyslexia support, maths and literacy workbooks
  • Achieve 300 differentiated reading programme
  • Accelerated Reading Programme

Summer Term Review




Allocated for activities in summer term

Year 7



£900 Saturday School led by Primary Teacher and TA

£1,200 Orion Saturday School: literacy, numeracy, social skills and rewards

£300 – former student in school for 6 weeks supporting numeracy 1:1

£7,500 planned residential trip

£720 Taekwondo


Key outcomes

Year 7

  1. 14/20 pupils on Saturday Primary programme have progressed to grade 1 - 2- in maths and English (Spring Tracking)
  2. Reduction in Red Cards (lesson exits) for pupils on the Taekwondo
  3. Pupils have reported they feel more confident and the programme on Saturday has helped them to settle into school.
  4. Pupils on the leadership programme are developing stronger interpersonal skills and attendance for all is above 95%
  5. Two individuals have engaged fully and were potentially at risk of permanent exclusion this has been supported through numeracy / literacy and social support
  6. Reading tests will take place in Summer Term to look at progress in reading

Year 8




Allocated for activities in summer term

Year 8



£400 Leadership programme

£3,00 numeracy resources for home use

£2,00 literacy resources for home use

£1,000 rewards for progress

£1, 000 – spent on tutoring

  1. Targeted numeracy intervention catch up for 18 students achieving level 2 and below and/or making 0 LOPS in Mathematics. 5 students achieved L2+ , 4 students achieved L3-, 8 students achieved L3 and 1 student achieved L3+. 18 out of 18 students made 1LOP and more. (Using new Flight Path to track outcomes)
  2. Intensive literacy and numeracy intervention for 14 students to improve the legibility of handwriting and improve basic literacy skills. In English Spring assessments, 1 student achieved L1, 8 students achieved L2 and 5 students achieved L3. 8 out of 14 students made 1LOP.
  3. Targeted 'For Jimmy Foundation' programme for 12 students with attendance below 90% and/or at risk of exclusion. 8 students achieved 91%-95% attendance. 5 students achieved 96%-100% attendance
  4. Leadership programme for 40 students to focus on social development and confidence. All students maintained and improved positive attitude towards school life. Students reduced Learning Patrol Base (LPB) figures. 33 out of 40 students received no LPB's during the spring term.
  5. 'Place2Be' counselling sessions for 11 students experiencing emotional barriers to learning. In English Spring assessments, 1 student achieved L1, 1 student achieved L2, 6 students achieved L3 and 3 students achieved L4.

SEN support




Allocated for activities in summer term

SEN Support



Resources–photocopying, maths and English work books, punctuation guides, general SPaG resource, dyslexia resources, reading book bundle = £1,000

Electronic dictionaries/thesaurus x 5 = £125

Staffing for breakfast club – 30 minutes per session x 4. 2 hours per week for 4 weeks = £160

Handwriting booklets – electronic PDF – photocopied for 10 students. £30

Trial period for Achieve 3000 Differentiated Reading Programme – no cost

Achieve 3000 Differentiated Reading Programme – 2,500

4 ipads Starter Pack – for Literacy and numeracy activities - £1,000

Literacy Evening for parents to encourage and support a reading culture at home - costs for refreshments and photocopying only.


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.

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Conisborough Crescent
London SE6 2SE

Tel: 020 8461 9600

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