Hermitage Academy – The Year 7 Catch-up premium
What is the Year 7 catch-up premium?
The Catch-Up Premium is additional funding given to schools in England to support Year 7 pupils who achieved below the expected standard in reading or maths at the end of Key Stage 2. It is the expectation that this funding is used to support the improvement of the students’ reading and maths in Year 7.
The impact of the funding is evaluated at the end of each term in Year 7 and this is followed through into Year 8
In 2019-2020, the school has received £11,337 additional funding to support 55 students (28 in maths, 47 in reading with 20 overlapping in both).
Use of additional funding in 2019-20
Targeted support Pupils benefit from small group and individual teaching in Year 7 following through to Year 8 as needed, to build up and re-enforce a strong skill base in reading, writing, spelling, comprehension and numeracy. The purpose is to provide pupils with a toolkit of skills that allows them to access the mainstream curriculum more effectively. Depending on specific needs, some pupils receive one-to-one teaching from subject specialists in literacy and numeracy. An additional teacher also listened to pupils read one-to-one during the Autumn and Spring term. Pupils all have access to Lexia at home and some pupils have sessions in school to develop their literacy skills.
Whole school literacy and
numeracy Literacy activities in form time weekly including opportunities for debate following newspaper reading and also a regular session devoted to reading. Whole school development of the vocabulary of pupils through use of tier 2 and tier 3 words and the Frayer model for the explicit teaching of vocabulary. Whole school focus on literacy and numeracy skills development across the curriculum. All departments ensure that literacy and numeracy are developed and enhanced within their curriculum as appropriate.
Purchase of additional texts and resources to support students with low confidence and reluctance in reading, writing, spelling and numeracy.
Impact of funding:
Towards the end of the Spring term, teachers reported evidence of good progress in both literacy and numeracy, in pupils books. However, formal assessments did not take place to quantify gains.
Pupils did gain confidence in reading and enjoyed one-to-one sessions. In mathematics, most pupils made progress in closing gaps in prior learning and began to catch up with their peers.
Progress was maintained as much as possible during lockdown, as a result on online learning platforms and teaching online lessons.