The Catch-Up funding is allocated by the Government for each Year 7 student who did not achieve the expected standard in reading or mathematics at the end of key stage 2 (KS2) scaled score tests.
Leeds East Academy is committed to ensuring that Year 7 students who arrive below national standard in literacy and numeracy are provided with additional support in the classroom and additional interventions outside the classroom. The aims of these additional interventions are to accelerate progress and reduce the gap with other students as quickly as possible, so they can access the Key Stage 3 curriculum and beyond.
COVID-19 Catch Up Funding
The government announced £1 billion of funding to support children and young people to catch up lost time after school closure. This is especially important for the most vulnerable and disadvantaged backgrounds. School allocations will be calculated on a per pupil basis. Schools should use this funding for specific activities to support their pupils to catch up for lost teaching over the previous months, in line with the curriculum expectations for the next academic year in actions for schools during the coronavirus outbreak. While schools can use their funding in a way that suits their cohort and circumstances, they are expected to use this funding for specific activities which will help pupils catch up on missed education.
In the 2020-21 academic year, Leeds East Academy is to receive £76,080 in COVID-19 Catch Up Premium Funding. The use of this funding will be utilised across various areas of support for students to ensure that lost learning is mitigated and students are fully supported through this disruption to education and for some, their home settings. In order to utilise this funding we have continued to build upon our strategic plan driving forward with our intervention plans, resources across the academy and reviewing research from the EEF (Education Endowment Foundation) to ensure our provision is being driving by research and effective and proven practice. The table below outlines our planned expenditure to support students in recovering lost learning.
Catch-Up Funding 2019/20 - Leeds East Academy received a grant of £26,322.
The following intervention strategies are being employed:
- Additional classes in English and Mathematics
- Reading Groups
- Nurture Group classes in Maths, English and Science
- Rapid Plus
- Additional, targeted sessions after school for English and Mathematics
- In lesson support through skilled TA’s
- Breakfast club
- Homework club
- Specialist intervention sessions
|LEA Catch-up Funding Plan 2016-17|
|LEA Catch-up Funding Plan 2017-18|
|LEA Catch-up Funding Plan 2018-19|
|LEA Catch-up Funding Plan 2019-20|
Catch Up Funding Case Studies
Student A was a Pupil Premium student who entered the Academy with an average score of 93 in KS2 testing. However, initial testing showed that reading was a significant area of weakness across his profile; his reading age in testing was 8 years 4 months. Accelerated Reader intervention was put in place for him 2x per week and progress monitored half-termly. This intervention proved to be very successful and by Easter his reading age had increased by almost 2 years to 10 years 3 months. This represents a functional reading age.
Student B, also a Pupil Premium student, entered from KS2 with a score of 90. She tested as having a reading age of 7.11 on entry to Secondary. Lucid screening was also carried out, which showed a very high probability of Dyslexia. A detailed passport was put in place for her, In order that Wave 1 could be differentiated appropriately. In addition, she received interventions in Read Write Inc and Units of Sound in order to develop her phonics knowledge, as well as Therapeutic Story Writing to improve her confidence and communication skills. She attained 5 subjects at Bronze or above in end of year exams, with her remaining subjects at Discover 100. Her reading age was also improved to 10.03, enabling her to function far more successfully in the classroom.
When Pupil C came to LEA he had a below average scale score of 93. There were concerns at home and in school, which led to him being identified on the catch-up numeracy intervention. Having conducted a maths age test it was discovered that his maths age, at 8 years significantly lower than his chronological age. The test also highlighted a number of different maths components that he found difficult. During the catch-up numeracy intervention, he worked on key areas of maths, which he found difficult. These included: multiplying and dividing; adding and subtracting hundreds; tens and units and fractions and decimals. Throughout the intervention, he was a keen learner who attended every session with a positive attitude. He would often complete work independently and to a high standard. Each session Brandon seemed more confident and required less support from staff. After two terms of intervention, his maths age had increased by over 14 months.