Year 7 Literacy and Numeracy Catch-up
The school received £27,661 in 2018-2019 for Year 7 literacy and numeracy catch up funding.
The school chose to use this funding in the following ways:
Students in year 7 are grouped according to ability using a combination of their Key Stage 2 scores and using other informative assessments. Our Key Stage 3 Catch Up groups allow us to create a smaller class size for pupils of similar ability to work on targeted numeracy work. The Numeracy Ninja resources have been reproduced to help focus on improving basic skills and are used regularly in lessons. We have also invested in a program to promote and develop our year 7 student’s times tables knowledge. Students are encouraged through the use of games, competition and regular mini-assessment to strengthen their times tables recall. We are passionate that this is one of the foundations required to give our students the best opportunities in the subject.
We have fully resourced the department in order to support our Teaching for Mastery curriculum which is focussed on ensuring students gain a deep understanding of the mathematics they are studying through, amongst other things, the use of concrete manipulatives. Students are encouraged to understand the key mathematical concepts and structures, rather than simply following procedures. As well as resourcing the department, we also invest in the development of our staff each year. The EEF’s Teaching and Learning Toolkit references five months impact through using such methods of teaching.
Identified year 7 students have been selected for intervention during form time. This involves being paired up with one of our maths ambassadors who work on identified areas of weakness once a week. Additional capacity is used within the department to support students in lessons, and identified students receive one-to-one support whenever possible.
When students enter Hungerhill in Year 7, they are grouped according to their KS2 result and our own internal assessments. This allows us to place our students who need some extra support with English into smaller groups, to allow for targeted literacy-based work.
In our Year 7 catch up classes, we use the Reciprocal Reading strategy to support our students in making rapid progress in their reading. Two of the main benefits of the strategy are the pre-teaching of vocabulary and the use of structured discussion to improve both inference and writing skills. Pre-teaching challenging vocabulary and encouraging students to dissect words and then explore them within different contexts which are more familiar to them, allows them to understand the words when they are put back into the context of the text we are reading which, in turn means they are far more likely to be able to internalise the word and then use it within their own work. The use of structured discussion builds confidence in our students, encouraging them to be more ambitious with their ideas and consider their different thoughts carefully, before committing their finished ideas to paper.
Each year, our KS3 Co-ordinator evaluates and redesigns our provision, to ensure high challenge in our lessons and resources, thus enabling students to make accelerated progress towards the age-related expectations.
Finally, we use extra capacity within the English department to support students in these lessons, allowing the classroom teacher to target immediate intervention to those who require it. This immediacy is invaluable when addressing misconceptions and pushing students to achieve our challenging objectives.