Alperton Community School | Aspire | Commit | Succeed
Year 7 Catch-Up Report Funding and Impact 2014-15 Funding and Impact 2015-16
Table of Contents Funding Allocation and Expenditure 2014-15 .................................................................................. 3 2014-15 Impact Statement ................................................................................................................. 4 Funding Allocation and Expenditure 2015-16 .................................................................................. 5 2015-16 Year 7 Catch-Up: English .................................................................................................... 6 English Catch-Up Strategy ................................................................................................................. 6 English Catch-Up Progress Data: 2015-16 Summary .................................................................... 7 2015-16 Year 7 Catch-Up: Maths ...................................................................................................... 8 Maths Catch-Up Strategy .................................................................................................................... 8 Maths Catch-Up Progress Data: 2015 – 2016 Summary............................................................... 8
Funding Allocation and Expenditure 2014-15 Allocation received for 2014 – 15 = £26,000 Expenditure on Catch-Up for Year 7
Sept
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
Jun
Jul
Aug
GURMAD
2,426.11
5,896.20
4,955.89
1,423.73
3,254.61
6,924.42
6,127.71
5,767.56
7,566.94
2,250.46
4,809.24
2,293.42
3,060.00
Total Expenditure
=
£56,756.29
Less Allocation
=
(£26,000)
School Expenditure on Year 7 Catch-Up
=
£30,756.29
2014-15 Impact Statement There were 76 students who joined us in Y7 (September 2014) below L3 in English and 58 students who were below L3 in Maths. By the end of summer exams in June 2015, the following progress was made (% of students) in English and Maths:
English Starting point
1 sub level of progress
2 sub levels of progress (school target)
2c 2b 3c 3b 3a
100 72 100 100 96
25 39 88 91 78
Starting point
1 sub level of progress
2 sub levels of progress (school target)
2c 2b 3c 3b 3a
100 100 100 94 75
75 100 80 72 42
Maths
Funding Allocation and Expenditure 2015-16 Allocation received for 2015-16 = £37,500* Expenditure on Catch-Up for Year 7
Sept
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
Jun
Jul
243.63
5048.92
3854.13
2955.3
3260.48
5462.61
5551.98
5512.02
5606.61
5743.61
5605.07
Actual September 2015 to March 2016 April to July 2016
= =
£26,377.05 £22,467.31
=
£48,844.36
Less Allocation
=
(£37,500)
School Expenditure on Year 7 Catch-Up
=
£11,344.36
Total Expenditure:
*Y7 students or those aged 11 in year group as at 31 August 2015 as recorded in the 2015 October school census are eligible if they are recorded in the 2015 Key Stage 2 assessment data as not having achieved level 4, 5 or 6 in reading or mathematics
2015-16 Year 7 Catch-Up: English English Catch-Up Strategy Working with Hanan Imlahi (HIM) and Kim Kenny on the most appropriate curriculum for students to follow the criteria was that there should be an initial assessment of the student, followed by a programme of intervention on a specific aspect of English and then an assessment to monitor progress and feedback to the student. The programme selected follows the Literacy Progress Unit (LPU) scheme of learning. The LPU is structured as follows:
LPU is based on the principle that all students on L3 should aspire to L4 by the end of the year. Students’ progress is measured by the progress tests at the end of each unit. LPUs build on the proven practice in primary strategy. Each LPU is: o Tightly structured o Fast paced o Based on active learning o 18 sessions, each of 20 minutes
The LPU are broken into the following units: • • • • • •
Writing Organisation: Planning, organising and shaping writing effectively with words, sentence and text level. Sentences: Using a range of sentence structures effectively and punctuating them usefully. Information retrieval: Locating, extracting and evaluating information from a range of non-literary resources. Reading between the lines: Using inference and deduction to in interpret literacy texts. Phonics: Applying knowledge of phonics to spell words correctly in their own writing. Spelling: Making use of spelling rules and conventions and having strategies to improve their own spelling.
Cohort Number of students identified for Catch-Up = 41 Timetable Each student receives two hours of English catch-up per timetable rotation. These are organised into small group sessions with two other students. For consistency, these groups remain the same across the two weeks, wherever possible. The students are not removed for sessions from English, Maths or Science, i.e. core subjects.
English Catch-Up Progress Data: 2015-16 Summary All students were given a baseline based on their Autumn SWAT task. All students we set as Working Towards a Level 3.
Start of Catch-Up
=
100 % Progress at end of 2015-16
End of 2015-16
=
7% 37% 44% 12%
3 15 18 5
Working Towards Working Towards / Working At Working At Working At / Working Above
Impact = 93% of students in catch-up have made progress in English. Impact = 56% of students are working at Level 3 or above in English.
2015-16 Year 7 Catch-Up: Maths Maths Catch-Up Strategy The selection criteria is based on KS2 levels, any student that achieved below a Level 4 was eligible for Catch-Up. Working with Mithuran Satkunanathan (MST), the Catch-Up students follow a programme that working according to the 5-year GCSE specification. Students are baseline assessed in their maths lessons. The catch-Up sessions are a structured intervention that covers specific topics identified. These are taught then students are re-tested to measure progress. Cohort Number of students identified for Catch-Up = 70. Timetable Each student receives two hours of Maths Catch-Up per timetable rotation. These are organised into small group sessions with two other students. For consistency, these groups remain the same across the two weeks, wherever possible. The students are not removed for sessions from the other core subjects, i.e. English and Science.
Maths Catch-Up Progress Data: 2015 – 2016 Summary All students (70) were given a baseline assessment in September 2016. Student progress over several units has been tracked. This is the progress across Number and Geometry: Grades of Progress
Number
Percentage
Negative progress
5
7
No progress
10
15
Up to 1 grade
15
22
Up to 2 grades
36
52
More than two grades
4
5
Impact = 81% of cohort have made progress in Mathematics
Table of Contents Funding Allocation and Expenditure 2014-15 .................................................................................. 3 2014-15 Impact Statement ................................................................................................................. 4 Funding Allocation and Expenditure 2015-16 .................................................................................. 5 2015-16 Year 7 Catch-Up: English .................................................................................................... 6 English Catch-Up Strategy ................................................................................................................. 6 English Catch-Up Progress Data: 2015-16 Summary .................................................................... 7 2015-16 Year 7 Catch-Up: Maths ...................................................................................................... 8 Maths Catch-Up Strategy .................................................................................................................... 8 Maths Catch-Up Progress Data: 2015 – 2016 Summary............................................................... 8
Funding Allocation and Expenditure 2014-15 Allocation received for 2014 – 15 = £26,000 Expenditure on Catch-Up for Year 7
Sept
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
Jun
Jul
Aug
GURMAD
2,426.11
5,896.20
4,955.89
1,423.73
3,254.61
6,924.42
6,127.71
5,767.56
7,566.94
2,250.46
4,809.24
2,293.42
3,060.00
Total Expenditure
=
£56,756.29
Less Allocation
=
(£26,000)
School Expenditure on Year 7 Catch-Up
=
£30,756.29
2014-15 Impact Statement There were 76 students who joined us in Y7 (September 2014) below L3 in English and 58 students who were below L3 in Maths. By the end of summer exams in June 2015, the following progress was made (% of students) in English and Maths:
English Starting point
1 sub level of progress
2 sub levels of progress (school target)
2c 2b 3c 3b 3a
100 72 100 100 96
25 39 88 91 78
Starting point
1 sub level of progress
2 sub levels of progress (school target)
2c 2b 3c 3b 3a
100 100 100 94 75
75 100 80 72 42
Maths
Funding Allocation and Expenditure 2015-16 Allocation received for 2015-16 = £37,500* Expenditure on Catch-Up for Year 7
Sept
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
Jun
Jul
243.63
5048.92
3854.13
2955.3
3260.48
5462.61
5551.98
5512.02
5606.61
5743.61
5605.07
Actual September 2015 to March 2016 April to July 2016
= =
£26,377.05 £22,467.31
=
£48,844.36
Less Allocation
=
(£37,500)
School Expenditure on Year 7 Catch-Up
=
£11,344.36
Total Expenditure:
*Y7 students or those aged 11 in year group as at 31 August 2015 as recorded in the 2015 October school census are eligible if they are recorded in the 2015 Key Stage 2 assessment data as not having achieved level 4, 5 or 6 in reading or mathematics
2015-16 Year 7 Catch-Up: English English Catch-Up Strategy Working with Hanan Imlahi (HIM) and Kim Kenny on the most appropriate curriculum for students to follow the criteria was that there should be an initial assessment of the student, followed by a programme of intervention on a specific aspect of English and then an assessment to monitor progress and feedback to the student. The programme selected follows the Literacy Progress Unit (LPU) scheme of learning. The LPU is structured as follows:
LPU is based on the principle that all students on L3 should aspire to L4 by the end of the year. Students’ progress is measured by the progress tests at the end of each unit. LPUs build on the proven practice in primary strategy. Each LPU is: o Tightly structured o Fast paced o Based on active learning o 18 sessions, each of 20 minutes
The LPU are broken into the following units: • • • • • •
Writing Organisation: Planning, organising and shaping writing effectively with words, sentence and text level. Sentences: Using a range of sentence structures effectively and punctuating them usefully. Information retrieval: Locating, extracting and evaluating information from a range of non-literary resources. Reading between the lines: Using inference and deduction to in interpret literacy texts. Phonics: Applying knowledge of phonics to spell words correctly in their own writing. Spelling: Making use of spelling rules and conventions and having strategies to improve their own spelling.
Cohort Number of students identified for Catch-Up = 41 Timetable Each student receives two hours of English catch-up per timetable rotation. These are organised into small group sessions with two other students. For consistency, these groups remain the same across the two weeks, wherever possible. The students are not removed for sessions from English, Maths or Science, i.e. core subjects.
English Catch-Up Progress Data: 2015-16 Summary All students were given a baseline based on their Autumn SWAT task. All students we set as Working Towards a Level 3.
Start of Catch-Up
=
100 % Progress at end of 2015-16
End of 2015-16
=
7% 37% 44% 12%
3 15 18 5
Working Towards Working Towards / Working At Working At Working At / Working Above
Impact = 93% of students in catch-up have made progress in English. Impact = 56% of students are working at Level 3 or above in English.
2015-16 Year 7 Catch-Up: Maths Maths Catch-Up Strategy The selection criteria is based on KS2 levels, any student that achieved below a Level 4 was eligible for Catch-Up. Working with Mithuran Satkunanathan (MST), the Catch-Up students follow a programme that working according to the 5-year GCSE specification. Students are baseline assessed in their maths lessons. The catch-Up sessions are a structured intervention that covers specific topics identified. These are taught then students are re-tested to measure progress. Cohort Number of students identified for Catch-Up = 70. Timetable Each student receives two hours of Maths Catch-Up per timetable rotation. These are organised into small group sessions with two other students. For consistency, these groups remain the same across the two weeks, wherever possible. The students are not removed for sessions from the other core subjects, i.e. English and Science.
Maths Catch-Up Progress Data: 2015 – 2016 Summary All students (70) were given a baseline assessment in September 2016. Student progress over several units has been tracked. This is the progress across Number and Geometry: Grades of Progress
Number
Percentage
Negative progress
5
7
No progress
10
15
Up to 1 grade
15
22
Up to 2 grades
36
52
More than two grades
4
5
Impact = 81% of cohort have made progress in Mathematics
