In 2013/14 the school received: £14,500
In 2014/15 we received: £16,000
In 2015/16 we received £17,000 in March 2016
Until 2016/17, this money was received for Year 7 pupils only who arrived at Friesland with an English or Maths level (or both) lower than Level 4.
We spend this money on staffing to teach the individuals who are eligible in small group and 1:1 situations. The sessions are delivered by skilled TAs and teachers. In the case of Numeracy by a qualified Maths teacher whom we employ as a TA.
In the current Year 8 22 pupils were eligible for the catch-up premium in English, 50% of them have fully caught up with their peers and are on target.
In the current Year 9, 23 pupils were eligible for the catch-up premium in English, 89% of them have fully caught up with their peers and are on target and 84% have exceeded their targets.
For students in Years 8 and 9, we continue to support and challenge those students who are still catching up through bespoke plans, albeit the funding is only provided for Year 7.
Literacy Booster Sessions
Pupils eligible for the literacy catch-up premium receive support throughout Years 7-9. These pupils currently receive Literacy Booster, taught by 2 specialist Literacy teachers. They are taught in groups of between 1 and 5 depending on their individual needs. They are taught with pupils who have a similar need to them and they may work on reading, writing, spelling or all three.
During their time in Literacy booster sessions the literacy based subject levels of the pupils are monitored. The Literacy booster teachers communicate with the subject teachers of the pupils to ensure that the skills learnt are successfully transferred into other lessons. All pupils at KS3 have their spelling and reading ages tested annually in order to access their need for boosters. Those pupils entitled to the catch-up premium are tested more regularly than other pupils to check their progress.
Pupils in Literacy boosters make progress towards their targets in many lessons because as well as boosting their literacy skills the sessions also work on building confidence and resilience in the classroom.
In the Spring Term 2016, the SENCO and an experienced TA are attending training on the Hackney Reading Scheme which we plan to implement by the end of this academic year to support work in booster sessions
Measuring impact and success
We believe that Literacy booster is successful at Friesland because we foster a safe environment and build solid relationships between the students and the booster department. It is a place where confidence can grow and develop because students feel safe to ‘try’ things, take risks, make mistakes and succeed in a supportive, small group environment. We operate an open door policy – if students need anything they know they can come to booster staff and they will help. Even when students’ progress and move out of booster staff make sure they know that they are still able to return if they feel they are struggling, if they need help with something or, as they often do, just to say hello.
We go to great lengths to make booster fun, to make sure there is some success in every lesson for each pupil and use a huge variety of strategies to engage the students with whom we work.
In the current Year 8, 32 pupils were eligible for the catch-up premium in Mathematics, 58% of them have fully caught up with their peers and are on target and 29% have exceeded their targets.
In the current Year 9, 28 pupils were eligible for the catch-up premium in Mathematics, 19% of them have fully caught up with their peers and are on target and 11% have exceeded their targets.
As with Literacy catch-up for both Years 8 and 9, we continue to support and challenge those students who are still catching up through bespoke plans, albeit the funding is only provided for Year 7.
Numeracy Booster sessions
Pupils eligible for the numeracy catch-up premium receive Numeracy boosters that currently run in years 7-9, taught by 2 specialist teachers. Pupils are taught mainly on a one-to-one basis for fixed periods of time on specific topics
Numeracy Boosters work well at Friesland because students get to explain their methods and understanding of a topic, helping reinforce the current topic from their regular maths lessons. This works especially well in a pair as they can explain to each other. The teachers assess the underlying skills they are missing that are making a topic hard, and practice them. These include counting backwards and writing a times table out when needed. Maths games are used on the laptop, including ‘my maths’ and ‘manga high’. This is an engaging way for the pupils to learn. Numeracy Booster also provides a focused hour of maths. The pupils are provided with very specific, individualised support. The lessons are personalised and set at exactly the pupils’ level, with the chance to move ahead to more challenging ideas with support. This gives them a great sense of satisfaction. Recently we heard the comment “I’ve done some level 6 maths!”
We track the progress of all the above pupils closely and intervene as necessary. Literacy Booster work is longer established at the school than Numeracy catch-up. We constantly strive to improve the quality of all the support we offer our students.
The new Year 7 – September 2016
With the abolition of the SATs for summer 2016 our understanding is that those students who need to catch up are those who achieved raw scores of below 100 in the new KS2 tests for English and Mathematics. For our current Year 7 cohort, we have 75 pupils who need to catch-up in English and 57 who need to catch up in Mathematics. Clearly the new criteria means that the number of pupils involved are now considerably higher this year. Regrettably, funding wise it seems the school only receives the same amount of money as last year with an increase of 1% because Year 7 is 1% bigger than Y8. This being the case the school will eventually receive £17,170 (an increase of just £170) but 77 more students in Year 7 are eligible to receive it. The school will continue to respond to each pupil’s needs individually as best it can applying the successful strategies outlined in the document.