There were 12 students in Year Seven who started the Year with a Level 3 or below. They were incorporated into a curriculum pathway targeting students who were underachieving in literacy and numeracy in Year Seven, and Additional Learning sessions were delivered in place of Modern Foreign Languages for four lessons over the two week timetable. These lessons focused on consolidating key skills to support their progress.
Of the eleven students in the mathematics group, seven had made enough progress to be on track to achieve their Year Eleven target by the end of Year Seven: four students had made progress but had not made expected rates of progress. In English, the one sub-level student had not made expected progress by the end of the year.
Whilst this intervention was successful for the majority of students, it was not successful enough at raising the progress levels of many of this group.
2016-2017 (funding received – £7500)
In light of this, and the revised classification of students with a score under 100 as the priority catch up group, the strategy Year Seven provision for 2016-17 has been revised to ensure that all students made expected progress by the end of the year, and to provide a more coordinated strategy that improves the support and provision available within and outside of the students regular lessons, and ensure complete accountability for this is owned by the English and Maths Faculties.
Literacy and Mathematics Catch Up Provision
There are 37 in English and 31 in Mathematics that have come in on a reading score of under 100. All of these students have been placed in sets 5 and 6 which are smaller groups.
In English, both of these groups are taught by English specialist SENCOs. In Maths, the class teachers visit Primary Partner schools to observe mathematics being taught and develop their teaching strategies and approach to make the transaction from Primary to Secondary more consistent for these vulnerable students.
These sets are subject to regular assessments in the term to determine which of the 37 students need additional support beyond the smaller group size. These strategies are being closely monitored by the KS3 Coordinator to ensure the students make rapid and sustained progress. After each assessment, the progress of these students are monitored as a discrete group and their additional support package revised as necessary. They will also be the focus of regular work scrutiny in the Faculty’s quality assurance calendar.
Strategies specifically for this sub-group include:
- SPAG focus starters
- Additional SPAG homework booklets
- Reading records signed by parents
- Sixth form reading intervention in tutor time with targeted students
- Additional Key Skills booklets
- Lunchtime maths club for supervision and help with independent study
- Maths mentors in tutor time with targeted students
Progress of these students will form part of the progress check meetings between heads of Faculty and Head of Key Stage 3, and will be a standing agenda item in regular line management meetings.