Level 4 Catch Up Funding Report for 2012 and 2013 Entry.

The literacy and numeracy catch-up premium provides schools with an

additional 500 for each year 7 pupil who did not achieve at least level 4 in
reading and/or maths at the end of key stage 2.
It is provided to all state-funded schools with a year 7 cohort.
The Department for Education has published information to help schools
decide on the most effective ways to spend the funding.
Literacy interventions - findings are that;
Having no intervention does not enable pupils with literacy difficulties to
catch up (Brooks, 2002, 2007);
Many effective literacy intervention programmes have cooperative
learning at their core (Slavin and Lake, 2008);
The key elements of effective teaching approaches for low attainers in
literacy include: early intervention, one to one and/or small group support
and personalisation (Brooks, 2002); and,
There are fewer interventions to help pupils struggling with reading in
secondary education in comparison to a wide range of interventions
designed to help primary pupils (Brooks 2002, 2007). However, some
interventions that are primarily intended for use in primary schools could be
used at any time between the ages of 6 and 14 (Singleton, 2009).

Numeracy interventions across primary and secondary schools

Slavin et al. (2009) found that the most successful mathematics
programmes focused on changing daily teaching practices, particularly the
use of cooperative learning methods, classroom management, and
motivation programmes. The most successful mathematics programmes
encouraged pupil interaction.
Generic strategies which are beneficial for low attainers
Early intervention; monitoring of pupils progress; tailoring teaching to the
appropriate needs of individual pupils; coaching teachers/teaching
assistants in specific teaching strategies such as cooperative learning;
cognitive approaches, based on mental processes; one-to-one tuition;
peer-to-peer support; aspects of the home-school relationship; and study
support.
Transfer and transition
Support for pupils from deprived backgrounds who may lack the
emotional resilience at times of transition has been shown to be effective.
Six key principles of effective practice are:
maintaining collaboration before and after transfer;
facilitating effective communication;
prioritising and investing in school visits and induction programmes;
developing practices for particular types of pupils;
ensuring schools have clear roles and responsibilities that are
supported by senior management;
disseminating good practice.

In 2013-14 school received catch up funding for 22 pupils , some of these

had not achieved L4 in either English or Maths , some of them in both
subjects. School received 11,000.
In 2012-13 we received funding for 23 pupils. School received 11,500.
Of this 5,500 was spent on ipads and the remaining amount on teaching
assistant provision for interventions and smaller group work.
In both 2012-13 and 2013-14
Pupils were taught in smaller groups, there were specific interventions run
for these pupils such as Read, Write, Inc a primary phonics reading
programme. Groups also received maths interventions. Training for staff
involved in delivering programmes to pupils were undertaken. For some
pupils a bespoke programme was run to increase engagement and reduce
time lost to learning through behavioural issues. Resources were
purchased for diagnostic tests and various interventions. These were all
funded through use of the L4 catch up monies.
Courses, resources = 1,500
Teaching Assistant time to deliver specific interventions and bespoke
programmes = 10,000

Table to Show Pupils Numbers and Subject Distribution

Level on Entry to
Eskdale School

Y7 Number of pupils
on entry in 2013

Y8 Number of pupils
on entry in 2012

Less than L4 in English

11

13

Less than L4 in
Maths

20

17

Less than L4 in both

English and Maths

Impact of Actions for Y7 and Y8

The results for July 2013 below show the impact of our interventions
on this group of pupils.
Results for 2013 intake.
72.7% of pupils are now achieving L4 or more in English
85% are achieving L4 or more in Maths .
Three pupils are below L4 in both English and Maths, they entered the
school with significantly lower levels than the other pupils in this group.
Interventions are continuing throughout the year.

Results for 2012 intake

By July 2013
61.5% were at or above L4 in English
60% were at or above L4 in Maths
55% of pupils who were below L4 in both English and Maths on entry
were above in either English or maths and 22% were above in both.

By July 2014 these pupils had continued to make progress

92% were at or above L4 in English
30% were at L5 in English
100% were at L4 in maths
41% were at L5 in maths
22% of pupils entering below L4 in both English and maths were
above in both.
15% pupils have made 2 levels of progress in 2 years in Maths which
is more than expected progress.
One pupil is still below L4 in English and intensive work is ongoing with this
pupil to ensure they can access as much of the curriculum as possible.

For 2014-15 we will continue to build on the good practice which has seen
improvements, we will continue to be flexible and respond to individual
needs wherever appropriate .

Our transition is regarded as being a strength of the school and we believe

it plays an integral part of enabling pupils to make progress quickly once
they are settled into school. Very productive links with primary schools
ensures that students are able to make a positive start to their secondary
education. Ofsted 2013. Our inclusion manager and learning manager are
involved in primary liaison. Visits to schools for vulnerable pupils are
arranged in order to facilitate any necessary arrangements.
Our setting enables group with pupils eligible for L4 catch up funding to
have access to more support from teaching and support staff. Our

commitment to quality first teaching ensures that pupils are empowered to

improve.