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Year 7 Catch Up Funding Report

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Year 7 Catch Up Funding Report

Year 7 Catch-up Funding Expenditure

The literacy and numeracy catch-up premium gives schools additional funding to support year 7 students who did not achieve the expected standard in reading or maths at the end of KS2.  

Our primary aim is to ensure that teaching and learning is at a good or better standard in all lessons. However, some students need additional support to help them catch up in areas they are finding difficult. Students who have not met the benchmark of 100 in their KS2 Maths and English reading SATs fall into the category of the Year 7 Catch funding. The aim of this funding is provide additional support to year 7 students so that they ‘catch up’ and then make expected progress through the next part of their academic life.

Summary Information

Total Number of Year 7


Total Year 7 Catch Up Budget

£20 302

Eligible Students Maths


Eligible for both


Eligible Students English




Targeted Support Review

Due to the pandemic and school closure in March 2020 it has not been possible to fully evaluate the impact of the measures put in place.




Classroom Teaching: create smaller groups for students who require extra assistance and provide a dedicated academic mentor for them

  • Smaller Groups provided for
  • CPD for teaching staff was made available
  • Data for all staff made available and CPD on KS2 scores provided.  Differentiation put in place for those not yet at the expected level following gap analysis


To ensure that students who enter the Academy below the expected level for literacy make accelerated progress

  • Accelerated Reader Programme and books purchased, and staff trained in the delivery
  • Students not at the expected level in reading identified and targeted for Accelerated reader – evidence for the first term showed this was having an impact in terms of progress in reading confidence and engagement in the programme.
  • All year 7 students were provided with a reading book and a reading book club was introduced into mentor time, this helped develop confidence and reading fluency as also linked to accelerated reader
  • Intervention put in place for to develop boys handwriting skills – limited success
  • Academy signed up to be a pilot school in the EEF English Mastery Programme – this was delivered to students of all abilities.  Evidence suggested an increased vocabulary and understanding of Dickensian literature in lower ability students.  Engagement was high.
  • Continuation of S&L screening and interventions for students who are identified



To ensure that students who enter the Academy below the expected level for numeracy make accelerated progress

  • Differentiated intervention dependent on level of need using academic mentors to support was put in place alongside the classroom teacher
  • CPD provided for academic mentors