2014-2015 Analysis of Impact

Data indicates that 42 students were identified for Catch-Up with 25 students in Mathematics, 17 students in Reading and with 10 students needing both. Funding for 2014-2015 totalled £18,500.00.
Reading analysis as of June 2015 indicated that 88.2% of pupils progressed by at least 1 sub level. 76.4% of pupils progressed by at least 2 sub-levels. 41.1% of pupils progressed by at least 3 sub-levels (one full level). Of the 17 students who started below Level 4, 5 are now at that level and a further 5 have moved to only one sub-level away.
Maths analysis as of June 2015 indicated that 32% of pupil’s progressed by at least 1 sub level. 8% of pupils progressed by at least 2 sub-levels. 4% of pupils progressed by at least 3 sub-levels (one full level). Of the 25 students who started below Level 4, 4 are now at that level and a further 7 have moved to only one sub-level away.
Overall analysis for 2014/2015 indicates that 7.8% of the cohort started the year below Level 4 for Reading and 11.5% of the cohort started the year below Level 4 for Maths. At the end of year 7 5.5% finished below level 4 for Reading and 9.6% for Maths.

How was the funding used in 2014-2015?

The strategies employed to improve student achievement in reading and maths during the last academic year included:
• Staffing to support
 Small group intervention with qualified English and maths teachers
 Student mentoring
 1:1 reading support
 Numeracy and literacy progress unit support
 Homework club
• Purchasing e-readers for students to use

How does the school assess the effect of this extra provision?

• Attainment of pupils is measured through half termly teacher assessments as well as formative assessment by intervention teachers
• Intervention staff and subject teachers liaise regularly so work is undertaken on specific targets
• Timetables of intervention are created for individual pupils
• The impact of intervention is evaluated at the end of each wave so students who have achieved L4 are taken out of intervention; students needing further intervention are offer further support
• Pupils are requested to evaluate the success of the intervention with feedback used to inform next year’s provision

How will the funding be used in 2015-2016?

• To continue to deliver focused small group tuition for intervention
• Contribute to funding the Accelerated Reader programme for Yr7 Catch Up students
• Purchase additional e-readers where necessary
• Purchase suitable reading material for the new school library
• Use funding for staffing and resources for holiday schemes/ transition programmes
• Purchase additional resources to help students’ learning in and out of school

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