In 2016/2017 King James’s School received £15,400 in catch up funding.
This money has been used to pay for 1:3 tuition by a specialist teacher for English and for mathematics, and it partly funds our Accelerated Reader programme. Students are placed on a 6 week ‘catch up’ programme where a specialist tutor will liaise with the English / maths teacher to identify specific areas of weakness and then provide support in mastering these basics.
Whilst it was evident, in 2016 / 2017 that these students did make progress it was not always easy to identify whether the catch up programme had made the difference or a combination of wider factors.
Impact statement mathematics:
In 2016/17 72 students from the cohort of 264 (27%) arrived having not achieved the standard of being secondary ready with an additional one student working below the level of the test.
Over the year, 52 students from Year 7 received one-to-one maths support. Intervention focused on those students working at the lowest levels based on KS2 test scores, allowing teaching staff time to assess the more able students. Based on this ongoing assessment, one-to-one intervention was not given to all 72 students, but prioritised for those 47 students most in need.
At the end of Year 7, 16 of the 72 students were graded as M- or M+ (meeting age related standards), signifying that their teacher has assessed that they have acquired all the skills and knowledge expected for their age. Of the cohort of 72 only 5 students were graded at the end of the year as D- (developing), indicating significant gaps in their skills and knowledge and these students have been identified for additional support in Year 8. The remaining 48 students were graded as D+; the gaps in their skills and knowledge is judged to be closing though they have not yet acquired all skills and knowledge expected of a Year 7 student.
Identical Entry and Exit tests were performed with all students who were given additional one-to-one support, with the exception of 4 students who were absent for one of their tests. In these tests, pupils on average increased their score by 16%. One quarter of the cohort (12 pupils) increased their score over the learning cycle by 25% or more and 35 students (73% of cohort) improved their score by at least 10%.
Impact Statement English:
113 students from a cohort of 264 came into the school with a reading age lower than their chronological age. In English, as in mathematics, question level analysis from the KS2 tests is used to identify low attaining students and specific areas of weakness in their skills and understanding.
The relative impact of the 1:3 work compared to good generic teaching and the impact of the Accelerated Reader programme is hard to separate. However, the most reliable data is that related to reading age. On average the 113 students did improve their reading ages by more than a year. However this still leaves wide variations from those who increased by almost 4 years to those who still made only limited improvement and are still below their chronological age. Continued intervention into Year 8 with those students is necessary.