Year 7 Literacy and Numeracy Catch Up Funding

The literacy and numeracy catch-up premium gives schools additional funding to support Year 7 students who did not achieve the expected standard in reading or maths at the end of Key Stage 2. For current Year 8 students the expected standard is National Curriculum Level 4 or above. For current Year 7 students the expected standard is a scaled score of at least 100.

Oxford Spires Academy will receive an additional £19,500 for catch-up funding in the academic year 2016-17

Our Year 7 catch-up provision for the coming year remains the same as the previous year and is as follows:

  • Two maths HLTAs will each deliver four hours a week catch up lessons to groups of around 8 students. These students will be below 100 scaled score but close enough to catch up reasonably soon. In these groups they will use strategies such as Maths Ninja to rapidly improve their mathematical skills and knowledge.
  • One maths HLTA will support the lowest set of students for four hours per week to assist the teacher in ensuring rapid progress of students furthest from the 100 scaled score.
  • One English HLTA will deliver 1 to 1 support for 10 hours per week and small group (2-3 students) support for 6 hours per week. In addition they will run a half hour Lexia session every lunchtime.
  • Two further English HLTAs will, between them, deliver 24 hours of 1 to 1 tuition and 16 hours of small group (2-4) tuition per week.

In the academic year 2015-2016, 48 students entered the academy below national curriculum Level 4 and were eligible for catch-up funding. Of these, 42 achieved the required level by the end of the year and 6 SEN students have yet to reach the required level. Those 6 students plus an additional 17 who have reached the required level but need further support to secure their progress continue to receive additional support from the English and maths teams.

In the current academic year 70 students require intervention in reading and 75 in maths.

We assess student progress regularly in their intervention groups and additionally their main class teacher reports formal assessments to parents three times a year. For example, in maths they use the “Maths-Ninja” scheme which involves regular small scale tests to constantly assess mastery of key numeracy skills.

Teachers use question level analysis from the May KS2 SATs papers to identify particular areas of weakness. In maths the students also re-sit the KS2 test in early September to identify any lost learning over the summer. In English, regular reading and spelling tests alongside classroom assessments and Accelerated reader “Star tests” are used to determine their progress. These assessments are moderated with the English and maths teams and are compared to national achievement levels through moderation with Education Development Trust subject specialists.