Year 7 Catch-up Premium
Summer School Allocation
The literacy and numeracy catch-up premium gives schools additional funding to support year 7 students who did not achieve at least level 4 in reading and/or maths at the end of key stage 2 (KS2).
All state-funded schools will receive an additional £500 for each pupil in year 7 who did not achieve at least level 4 in reading and/or maths at the end of KS2.
Expenditure for 2016-2017
Year 7 catch-up premium was incorporated into the Pupil Premium Spending Plan for 2016/2017 and invested into out literacy and numeracy transition programme. The evaluation of this expenditure can be found here.
Expenditure for 2015-2016
We are awaiting confirmation of our Year 7 catch-up premium allocation for the next financial year.
Year 7 Catch-up Premium & Summer School allocation 2014-2015
Catch-up allocation: £ 26,000
Summer School allocation: £35,500
At Phoenix we have invested our Year 7 Literacy and Numeracy catch-up premium as follows:
|Specialist teachers & small group tuition||£ 31,500|
|Computer based learning resources||£ 10,000|
|Summer School||£ 20,000|
Specialist teachers & small group tuition Computer based learning resources
Literacy and numeracy catch-up spending has been allocated to the secondment of an experienced primary teacher for the academic year 2014/5 to lead literacy catch-up with a second primary teacher being seconded from January 2015 to lead in numeracy catch-up. Timetable and curricular changes have been put in place to facilitate effective transition and rapid progress during the year for two classes of children (45 total from January 2015). The bases have been equipped with class sets of iPads and Apple TV to create a truly dynamic and personalised approach to learning.
After the first half-term, all children within the first cohort reported that anxieties about secondary transfer had been misplaced and all enjoyed being members of the project. The students identified strongly with the ethos of the school and engaged enthusiastically in their secondary education.
Reading: In three months, 25% of this group have improved their reading age by 1 year or more (as assessed by Star Reader).
Writing: 30% of students are achieving above were we would anticipate them to be.
Mathematics: 20% of students are achieving above were we would anticipate them to be.
Computer Based Learning Resources
Using the iPad to bridge the attainment gap...
As part of the Pupil Premium and Year 7 Catch-up Premium, Phoenix Collegiate has invested in purchasing Apple iPads to bridge the attainment gap of learners. Using the iPad in the classroom has become increasingly popular around the world and using the 'Flip Model' as a teaching and learning strategy has motivated and engaged learners to achieve more in exciting ways.
By uploading lesson content and resources on the iPads, teachers and learners can share, access and assess outcomes anytime, anywhere. At Phoenix Collegiate, teachers are piloting the use of the iPads to bridge the attainment gap by:
- Using specialist apps to focus on Literacy & Numeracy 'Flying Start' programme
- Encouraging reluctant readers to assess reading skills through a peer mentoring programme
- Using revision apps to aid revision within science
- Modelling source questions within history
- Developing online marking strategies to encourage students'response linking to RWCM.
"The point is not to have 'faster paced' lessons, it is to have lessons that go at the pace of each individual and that is exactly what using the iPads achieved". Science Teacher
Students were offered a range of activities that would promote further learning across much of the curriculum. They were also offered a trip to the science museum. Teachers delivered subjects such as science, maths, literacy, music, drama, PE and dance. Students were given a taste of what to expect when arriving in September. Summer school had a huge focus on literacy and numeracy to help raise achievement across the transition weeks. Students were provided with a progress chart which they filled in across the two weeks to measure the impact of summer school on several important strands such as literacy, problem solving, physical and numeracy plus many more. Students were able to track their own progress as well as have fun during this process which made it about success and what they could do rather than couldn't. One to one support was provided where necessary and students flourished across the 6 weeks.
"Summer school was fun, I really enjoyed making friends and having a go at different things"
"I really liked my teachers, the trip and bingo"
"Everyone should come to summer school"