Turves Green Girls’ School: Y7 Pupil Catch-up Plan1. Summary information

School Turves Green Girls’ SchoolAcademic Year 2019 - 20 Total Y7 Catch Up budget £16, 981 Date of most recent Y7 Catchup Review September

2019Total number of pupils 150 Number of pupils eligible for

Catch-up (and/or Maths and English

54 Date for next internal review of this strategy May 2020

2. Year 7 Catchup CohortPupils eligible for Catchup intervention Pupils not eligible for Catchup intervention

% entitled to intervention in Mathematics

% entitled to intervention in English

3. Barriers to future attainment for pupils eligible for Y7 Catch-up interventionA. Low levels of attainment at KS2 pupils at a disadvantage on entry to KS3 and assumed prior knowledge and skills are lacking.

B. Low reading ages and a lack of reading culture among low attaining Y7 pupils on entry

C. Negative experience of progress and attainment at KS2 may have built up an attitude of disaffection with learning and low self-esteem. This may also be present within the family setting.

D. Lack of focussed support at home. This can lead to ineffective or incomplete homework and for pupils to be moving further behind their peers.

4. OutcomesDesired outcomes and how they will be measured Success criteria

A. Yr7 Catch-up pupils’ attainment in Maths and English is line with the end of Yr7 expectations as set out in the KS3 Curriculum Intent documentation. End of Yr7 English and Maths data sets. On-going KS3 assessment. In-school work scrutinies.

B. Yr7 Catch-up pupils to read regularly and widely and with fluency.

Library reading records / Accelerated Reading data show that Catch-up pupils’ reading has a variety of genre and that pupils are reading frequently. NfER Reading Age tests to show that by the end of Yr7 Catch-up pupils made faster progress than their peers and the gap in Reading Ages is narrowing.

Turves Green Girls’ School: Y7 Pupil Catch-up Plan5. Planned expenditure

Academic year 2019-20

Aims Chosen action/approach Evidence & rationale for this choice Monitoring Staff ReviewYr7 Catch-up Pupils attainment in Maths is in-line with the end of Yr7 expectations as set out in the KS3 Maths Curriculum Intent documentation.

Additional Maths teacher for 2019-20 to reduce the size of the Maths groups in KS3 to six.

7/5 and 7/6 pupils to be taught by our most experience Maths teachers. 7/6 will be supported by a highly numerate Teaching Assistant to facilitate individualised small group work.

Use of QLA of KS2 data to identify gaps in knowledge and mathematical understanding.Focus: KS2 / KS3 Basic Skills testing question

level analysis. Maths homework support. White Rose teaching materials and

testing.

Maths Curriculum changes –QLA undertaken on each pupil in order for a targeted in lesson approach.

Maths teacher to take a small group of struggling catch-up pupils and to undertake structured conversations as a part of the Family Learning Group. FL / RADY Pupil Programme – pupils / parental meetings for targeted struggling Catch-up / PP pupils. Parents to be taught simple strategies to support at home e.g. bar-modelling or introduced to online programmes.

RADY uplift applied and classes re-set accordingly.

Rank Order monitoring.

Using the 2019 KS2 data to refine the curriculum approach means that the KS3 Maths curriculum is designed to meet the specific needs of this cohort. Therefore every Maths lesson has greater impact.

By ensuring that our most experienced and effective Maths teachers are timetabled for our weakest pupils, we have taken the needs of these pupils extremely seriously. The allocation of additional adult support here with a highly numerate Teaching Assistant will facilitate small group break out intervention.

Smaller class sizes means a tighter focus on specific needs will take place within the lessons with teachers who will know their mathematical skills well. We feel that this change in strategy for 2019-20 will have a greater impact on pupil attainment and progress than our previous use of a catch-up tutor.

Undertaking the in-class catch-up means that there is no loss of breadth in the curriculum offer for these pupils and be less disruptive to their overall school experience.

Utilising the QLA as a tool for identifying misconceptions and individual gaps means that the work is tailored to precisely intervene where the individual needs are and to support the in-class curriculum and attainment.

Targeted support for pupils / parents to provide the necessary skills and the opportunity to engage with numeracy with their daughter allows the learning momentum to continue at home. This creates a positive home / school relationship to build on.

Monitoring the rank order will show clearly how well these pupils are catching up with their peers.

KS2 / KS3 data.

Termly Maths Assessments by pupil / class / cohort analysis.

Regular monitoring of the rank order for Year 7

Half-termly work scrutinies

Lesson observations of Yr7/5 and 7/6 Maths as a comparison group

End of year testing.

RADY Consultation Meetings (BEP)

Deputy Head

Assistant Head / RADY Lead

Head of KS3 Maths

Yr7/6Maths Teacher

Family Learning Group

Half-termly line-management meetings with Head of KS3 Maths.

Half-termly data feedback.

End of year progress analysis.

End of year report to parents

Report to the Governing Board.

RADY Report to Governing Board

Turves Green Girls’ School: Y7 Pupil Catch-up Plan

Aims Chosen action/approach Evidence & rationale for this choice Monitoring Staff ReviewYr7 Catch-up Pupils attainment in English is in-line with the end of Yr7 expectations as set out in the KS3 English Curriculum Intent documentation

Additional English teacher for 2019-20 to reduce the size of the English groups in KS3 to six.

7/6 English to be taught by an experienced English teacher who has undertaken extensive training on Synthetic Phonics. She will work in tandem with the SENDCO and they are to be supported by our Librarian / AR Lead.

There will be on-going support from BEP’s Lead Consultant for Secondary Reading Strategy to provide continuous CPD and monitoring.

Use of QLA of KS2 data to identify areas for targeted support and curriculum refinement. Additional testing using Salford cross-referenced with NfER to ensure the right intervention for the pupils takes place.

Additional use of Arrow to support those pupils with very weak spellings.

RADY uplift applied and classes re-set accordingly.

Family Learning / RADY Pupil Programme – pupils / parental meetings for targeted struggling Catch-up / PP pupils including teaching parents simple strategies to support their daughter at home e.g. paired reading, look/cover/write/check etc.

Rank Order monitoring.

Using the 2019 KS2 data to refine the approach means that the KS3 curriculum is designed to meet the specific needs of this cohort. Therefore every English lesson has greater impact for pupils. This is supported by a rich literacy diet with an emphasis on skills and vocabulary.

2018-19 saw the extensive training of a highly experienced English teacher in the use of Synthetic Phonics to become a specialist teacher of reading. This BEP led programme has a proven track record as a highly effective intervention strategy. This teacher will lead the catch-up English group as 7/6 for 2019-20. She will work in tandem with our SENDCO and they will be supported by our Librarian / AR Lead. This means that a highly targeted approach will lead to rapid progress. As they catch-up with their peers, the programme will be tailored accordingly.

Synthetic phonics is a method of teaching reading in which pupils are first taught the relationship between letters and the speech sounds they represent. Pupils are then taught to join or 'blend' these sounds together to read whole words. There is research evidence that this approach leads to longer retention of learning and a strategy to take beyond the classroom. This emphasis on reading will enable pupils to engage fully with other areas of the curriculum at a faster pace than otherwise expected.

On-going support and CPD from BEP will assist in monitoring and further developing the effectiveness of this approach.

Undertaking the in-class catch-up means that there is no loss of breadth in the curriculum offer for these pupils and be less disruptive to their overall school experience.

The AR programme creates variety, a love of reading for pleasure and has inbuilt testing to measure progress.

Supporting parents with the right skills and the opportunity to engage with reading with their daughter maintains a momentum at home.

KS2 / KS3 data.

Accelerated Reader test progress

NfER and Salford Reading Test data

Termly English Assessments by pupil / class / cohort analysis.

Regular monitoring of the rank order for Year 7

Half-termly work scrutinies

End of year testing.

RADY Consultation Meetings (BEP)

Deputy Head

Assistant Head / RADY Lead

Head of KS3 English

Librarian

SENCO

Family Learning Group

Half-termly line-management meetings with Head of KS3 English.

Half-termly data feedback.

End of year progress analysis.

End of year report to parents

Report to the Governing Board.

RADY Report to Governing Board