Year 7 Literacy and Numeracy Catch-Up Premium Report 2017-18

In 2017-18, the Academy received £32,577 in Literacy and Numeracy Catch-Up Premium. This premium was originally worth £500 for every student who arrives in our school in Year 7 having not achieved the expected standard for reading and/or maths. However, since academic year 2016-17 the government has announced that rather than paying for every student according to the terms upon which the premium was established, they would simply pay the same amount as was paid the previous year, adjusted to account for the percentage change in the incoming Year 7 cohort size, compared with the previous year.

In 2017-18, we used the Literacy and Numeracy Catch-Up Premium to help fund the following provision:

HLTA in Basic Skills
L3 TA x 2
Rapid Plus Reading
Success Maker Literacy
2 x L2 TA

Total cost: £80,500

Literacy: HLTA Screen-Based Intervention

Our first literacy intervention is overseen by an experienced Higher Level Teaching Assistant and a Level 3 Teaching Assistant, using three main programmes:

SuccessMaker Literacy
Ruth Miskin Read Write Inc.
Rapid Plus

Rationale

Students who have been identified as requiring additional support for literacy are first tested using a standardised reading test, Access Reading Test (ART).  This test provides us with a standardised score with 100 being average.

We measure the impact of the students’ time in our literacy intervention in terms of the growth in this standardised score.

We use standardised scores to measure growth, rather than current English grades, because current English grade includes writing, speaking and listening, and reading, whereas we need to see whether students’ reading has improved.

We use standardised scores rather than reading ages because reading ages tell us only how well a student is doing compared to their own chronological age, whereas standardised scores compare their achievement on the test with the achievements of all students nationally who sat the test and who were the same age as this student when they sat the test.  We believe benchmarking against nationally standardised data is a more valid measure of impact.

Impact

We grouped students into five cohorts.  These included five small withdrawal groups who were supervised by an HLTA or a Level 3 TA.

The impact of these interventions were as follows:

Literacy

Cohort 1

Literacy

    

Group

Start

End

Growth

 

Boys

77

90

13

 

Girls

73

83

10

 

AEN

76

88

12

 

PP

76

82

6

 

Non PP

76

96

20

 

Overall

76

87

11

 
     

Cohort 2

Literacy

    

Group

Start

End

Growth

 

Boys

76

87

11

 

Girls

84

88

4

 

AEN

78

87

9

 

PP

78

88

10

 

Non PP

76

87

11

 

Overall

78

88

10

 


    

Cohort 3

Literacy

    

Group

Start

End

Growth

 

Boys

81

89

8

 

Girls

78

90

12

 

AEN

80

89

9

 

PP

78

89

11

 

Non PP

82

90

8

 

Overall

80

89

9

 
     

Cohort 4

Literacy

    

Group

Start

End

Growth

 

Boys

79

96

17

 

Girls

81

108

27

 

AEN

80

96

16

 

PP

80

99

19

 

Non PP

78

99

21

 

Overall

79

99

20

 
     

Cohort 5

Literacy

    

Group

Start

End

Growth

 

Boys

81

86

5

 

Girls

85

89

4

 

AEN

83

86

3

 

PP

83

87

4

 

Non PP

81

89

8

 

Overall

83

87

4

 
     
     



Numeracy

Cohort 1

Numeracy

    

Group

Start

End

Growth

 

Boys

76

85

9

 

Girls

72

86

14

 

AEN

74

85

11

 

PP

74

86

12

 

Non PP

77

85

8

 

Overall

74

85

11

 
     

Cohort 2

Numeracy

    

Group

Start

End

Growth

 

Boys

79

81

2

 

Girls

80

97

17

 

AEN

78

84

6

 

PP

78

84

6

 

Non PP

89

91

2

 

Overall

79

85

6

 
     

Cohort 3

Numeracy

    

Group

Start

End

Growth

 

Boys

73

87

14

 

Girls

76

92

16

 

AEN

75

90

15

 

PP

77

91

14

 

Non PP

73

88

15

 

Overall

75

90

15

 






    

Cohort 4

Numeracy

    

Group

Start

End

Growth

 

Boys

77

87

10

 

Girls

N/A

N/A

N/A

 

AEN

77

87

10

 

PP

75

89

14

 

Non PP

79

84

5

 

Overall

77

87

10

 
     

Cohort 5

Numeracy

    

Group

Start

End

Growth

 

Boys

82

83

1

 

Girls

88

90

2

 

AEN

84

85

1

 

PP

84

87

3

 

Non PP

82

85

3

 

Overall

84

85

1