In 2017/2018 King James’s School received £15,100 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 2017 / 2018 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: 2017/18
In 2017 / 18 61 students from the cohort of 269 (23%) arrived having not achieved the standard of being secondary ready with an additional 2 students working below the level of the test.
Over the year, 43 students from Year 7 received one-to-one maths support. Intervention focused on those students working at the lowest levels based on Key Stage 2 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 63 students, but prioritised for those 43 students most in need.
At the end of Year 7 34 of the 63 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 63 only 2 students were graded at the end of the year as D- (developing), indicating significant gaps in their skills and knowledge, these students are currently receiving specialist Mathematics teaching within our Student Support department. 23 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. 4 pupils have left King James’s during the course of Year 7 and therefore have no end of year data.
Entry and Exit tests were performed with all students who were given additional one-to-one support, with the exception of 1 student who was absent for one of their tests. In these tests, pupils on average increased their score by 10%. 37% of the cohort (16 pupils) increased their score over the learning cycle by 20% or more and 26 students (60% of cohort) improved their score by at least 10%.
Impact Statement English 2017/18.
70 students from a cohort of 257 came into English with a reading age lower than their chronological age. Of these 70 students, 43 presented a significant concern and were flagged for immediate intervention and monitoring. The reading ages of this cohort were confirmed by the accelerated reading testing which placed them at reading ages ranging from 7 years 2 months to 10 years 11 months. Across the course of the year, the average progress was 1 year 1 month (achieved in 10 months) which means 29% of students in ‘serious concern’ caught up to their chronological reading age. The progress made varied from no significant progress (starting and ending reading age remaining the same) to 3 years 8 months progress within a 10 month period.
Similarly, impact from the 1:3 support lessons is good. 71% of students we identified as needing additional support moved from a ‘Developing’ grade into a ‘meeting expected standard’ grade in the proceeding Learning Cycle. Only 2 students didn’t make any progress in the subsequent Learning Cycle assessment following 1:3 intervention.
We highlight students who will need further intervention in reading and writing in Year 8 based on slow progress across Year 7 and these are flagged upon departmental spreadsheets for all teachers to facilitate close intervention in lessons. They are also targeted for additional intervention.