Catch-up premium


This is extra money allocated to the school for each Year 7 student who did not achieve the standardised score or better at Key Stage 2 in reading and/or maths.  The amount allocated is £500 per student.

It is intended, by the Government, that schools will use the funding to provide additional teaching support to pupils who have not reached the required standard in English and/or Maths at the end of Year 6.

In the year 2014/2015 Easingwold School received £13,000

In order to best use the funding, the school assess the needs of individual pupils to decide the most appropriate way to support each individuals’ learning. The school will then select the programmes and approaches for which there is the good evidence of effectiveness in improving outcomes.

 2016-2017 Impact report

2016-2017 plan:

We have 33 students who did not achieve a L4 in either or both Maths and English at KS2 SATS. These students continue to be offered paired reading interventions twice a week at registration. In addition to this, we are currently planning to launch Accelerated Reader for students in Key Stage 3 who need additional support to access the curriculum. They will access AR resources during the school day.

We continuing the same support plan as last year but this year the Maths Interventions will be taught by a Maths Teacher  during  two morning  registrations.

We have continued to use Sound Training to narrow the gap for a small group of students in Y8 and Y9. 

2015-2016 plan:

We have 28 students who did not achieve a L4 in either or both Maths and English at KS2 SATS.  This will generate approximately £14,000 (allocated in Feb 2016).

We continuing the same support plan as last year but this year the Maths Interventions will be taught by a Maths Teacher and we are using ‘Catch up Numeracy’.  We have also purchased a course of Sound Training.  We are investigating purchasing more reading and writing apps and are working with a Specialist Teacher to establish which ones have had most impact.  We are also investigating an on-line spelling resource.  Finally we are using some of the money to support Literacy in the classrooms through resources such as Literacy maps and Maths visual resources.


Use of the Year 7 Catch-up funding 2014/15

Training for Catch Up Literacy: Catch up programme run for 12 weeks with 3 students.

Reading Intervention: Offered to students two morning registrations a week.  This is a paired reading scheme which is supported by Sixth Form students.  A new reading for Meaning Intervention developed with a specialist teacher to support very low level readers.  Reading books colour coded with regard to reading age within the Library to enhance access to reading for all students.  Additional books purchased.

English Intervention: A paired writing intervention delivered for 12 weeks in a group of 2-4 students led by an ATA.

Maths Intervention: A 12 week intervention delivered by ATA’s focusing on the four operations, fractions, decimals and application of number.

Extended Learning: A 1:1 - 1:3 longer term intervention for students who achieved a L3 or below in their SATs. This is a bespoke intervention with individualised targets planned with English and Maths subject teachers.

TA in class support: to allow for more targeted support within the class setting.

Other resources: Include Ipads (to use phonics and reading apps and writing support in small group sessions), photocopying and resource development, and other administrative and resource costs.

Impact of Funding

Reading Intervention

  • Ratio gain of 2.5 from one Edinburgh Reading test to another showing it had a useful impact. The impact is greater according to Thomson, (1990, 2001) as a large number of these students have an identification of dyslexia or dyslexic tendencies. Some students had substantial ratio gains (highest being 5.3).  There is a correlation with attendance and ratio gain. Gap has narrowed for all students
  • Catch up Literacy-This was done with 3 severely dyslexic students and it had a ratio gain of 1.72 in a 5 month period. This is considered to be 'substantial gain' according to Thomson (1990, 2001) due to their additional needs.  One low level reader had an increase of 4 years in 1 year using this.   
  • New Easingwold ‘Reading for meaning’ introduced for very low level readers-TA’s trained
  • Books now colour coded in the library by reading age-to match SOS
  • Students who did catch up

English Intervention and Literacy support within Extended Learning and TA in class support

  • 100% made expected or more than expected progress
  • 50% made accelerated progress
  • 100% felt the Intervention helped them to plan and structure written work and to look over and edit their own work

Maths Intervention and maths support within Extended Learning and TA in class support

  • Increase in basic number confidence noted by students and teachers
  • 90% of students who entered expected or more than expected progress in the end in unit tests which are SATs papers.  Most impact seen for those entering on a 3a.