INTENT
What is Y7 Catch Up Fund?
The Government provides this funding to ensure that all pupils who have not achieved the relevant targets by the end of Year 6 are given every opportunity to make progress in Year 7.
(Low attainment is defined as attainment below age-related expectations in a particular curriculum subject or skill).
Examples of Y7 catch up interventions include:
- Individual tuition
- Intensive small-group tuition
- External services and support materials and equipment.
IMPLEMENTATION
At Ridgewood, additional resources and support are put in place in order to support year 7 pupils and enable them to make progress in reading, writing, maths and behaviour for learning.
Using data provided from feeder primary schools and initial baseline assessments * completed within the first 2 weeks at Ridgewood, Y7 pupils who need extra support are identified and programmes that are proven to be effective are selected.
*Diagnostic assessments are used to make decisions about how to support low attaining year 7 pupils and to pinpoint exactly what it is they are struggling with. Once decisions about which approaches to use are taken, implementation is carefully planned, and self-evaluation becomes an integral part of the process.
IMPACT (2019-20)
Spending the Grant
Funding allocation for the year 2019-2020
For the Academic year 2019 to 2020, Ridgewood received £10,092 Year 7 Catch up funding.
The grant was used to fund the following:
|
Spending: |
Cost |
No of pupils targeted |
Impact |
|
Purchase of fiction and non-fiction books that relate to
|
£1,300 |
21 |
Renewed interest of books and love of reading. Books successfully enhanced resources for teaching and learning of new Y7 topics. |
|
Additional TA hours and the purchase of supporting resources to complete baseline assessments for maths, reading levels, word recognition and BPVS.
|
£1,860 |
21 |
Diagnostic testing identified strengths and weakness of individual pupils to inform specific intervention need and progress made. |
|
Equipment / resources for learners so they can learn to express a choice / integrate with their peers- sensory diet /literacy intervention.
|
£920 |
3 |
PECS system in place. Non-verbal / low communicative pupils able to make independent choices / read for meaning. |
|
Equipment to ensure learners’ safety around school /facilitate independence.
|
£850 |
1 |
Pupil able to operate independently around school safely. |
|
Intervention sessions with specialist (Physical Activity) HLTA for learners, including sensory trails, Rebound Therapy, individual Gross Motor programmes.
|
£770 - Specialist PE equipment
|
9 |
Improvements in all pupils’ behaviour for learning / ready /able to access learning. health benefits. |
|
Literacy Interventions for individual Y7 children to boost the reading ability where assessments have identified a specific need.
|
£800 |
15 |
All pupils made significant improvements in reading scores. |
|
Additional maths teaching for Y7 pupils provided by Specialist Maths teacher, 1 lesson per week.
|
£2,713 |
12 |
Class teacher gained new teaching skills through joint teaching with Specialist maths teacher / CPD. Pupils made good progress in maths. |
|
Sensory intervention support for 5 learners, e.g. programmes for PECS / sensory symbols |
£1,000 |
5 |
All learners able to communicate needs for lunch and snack times and other communication requests, personal to individuals. |
|
The implementation of a thematic approach for KS3 curriculum in order to close gaps in teaching & learning, following careful planning & piloting. |
£1,490 |
21 |
The implementation of a thematic approach for KS3 curriculum has closed gaps in teaching & learning. Teachers are able to complete ‘Deep Dives’ to correlate this planning with individual pupil needs / EHCPs. |
Governor Oversight
Our governing board is responsible for overseeing our school's financial performance and making sure that money, including catch-up premium funds, are well spent.
Governors ask questions during governors' meetings about how we use the premium and what impact the spending is having on our eligible pupils.
IMPACT (2020-21)
What is Ridgewood’s allocation for the current year?
For the academic year 2020-2021, Ridgewood has been allocated a total of £15,714.
What will be the impact of this year’s expenditure?
This year’s expected impact is shown in table below.
How will the current year’s grant be spent?
|
Spending examples: |
No of pupils targeted |
Expected Impact |
|
Purchase of new reading scheme books that relate to
|
30 |
Renewed interest of books and love of reading. Books successfully enhanced resources for teaching and learning of new Y7 topics. |
|
Purchase of additional practical maths equipment., including Numicon resources.
|
30 |
Pupils have access to practical maths aids to reinforce learning in maths. |
|
Additional TA hours and the purchase of supporting resources to complete baseline assessments for maths, reading levels, word recognition and BPVS.
|
30 |
Diagnostic testing identified strengths and weakness of individual pupils to inform specific intervention need and progress made. |
|
Equipment / resources for ASC learners so they can follow a bespoke timetable including a sensory diet / within a specialist classroom. (Safe Space / Sensory profiling assessments / Sensory OT input. Specialist teaching provision). |
8 |
All ASC leaners have access to bespoke learning. Packages. |
|
Equipment to facilitate independence for a pupil with VI, including Braille reading scheme and Braille Machine.
|
1 |
Pupil able to learn to read and write independently through Brialle. |
|
Intervention sessions with specialist (Physical Activity) HLTA for learners, including sensory trails, Rebound Therapy, individual Gross Motor programmes.
|
16 |
Improvements in all pupils’ behaviour for learning / ready /able to access learning. health benefits. |
|
Literacy Interventions for individual Y7 children to boost the reading ability where assessments have identified a specific need.
|
30 |
All pupils make significant improvements in reading scores. |
|
Equipment / resources for learners so they can learn to express a choice / integrate with their peers- sensory diet /literacy intervention.
|
6 |
PECS system in place. Non-verbal / low communicative pupils able to make independent choices / read for meaning. |
|
Sensory intervention support for learners, e.g. programmes for PECS / sensory symbols |
5 |
All learners able to communicate needs for lunch and snack times and other communication requests, personal to individuals. |
|
Creation of an additional Y7 class to accommodate increased Y7 intake. |
9 |
New classroom has an interactive touch screen to provide access to interactive learning platforms and enhance teaching and learning experiences. £190 - Brail Reading Scheme |