Year 7 Catch Up Premium

The Year 7 catch-up premium is a fund to support pupils who did not achieve the expected standard in reading and/or maths at the end of Key Stage 2.

The Department for Education has published information to help schools decide on the most effective ways to spend the funding.

Literacy interventions – findings are that;

 • Having ‘no intervention’ does not enable pupils with literacy difficulties to catch up (Brooks, 2002, 2007);

• Many effective literacy intervention programmes have cooperative learning at their core (Slavin and Lake, 2008);

• The key elements of effective teaching approaches for low attainers in literacy include: early intervention, one to one and/or small group support and personalisation (Brooks, 2002); and,

• There are fewer interventions to help pupils struggling with reading in secondary education in comparison to a wide range of interventions designed to help primary pupils (Brooks 2002, 2007). However, some interventions that are primarily intended for use in primary schools could be used at any time between the ages of 6 and 14 (Singleton, 2009).

Numeracy interventions across primary and secondary schools

Slavin et al. (2009) found that the most successful mathematics programmes focused on changing daily teaching practices, particularly the use of cooperative learning methods, classroom management, and motivation programmes. The most successful mathematics programmes encouraged pupil interaction.

Generic strategies which are beneficial for low attainers

Early intervention; monitoring of pupils’ progress; tailoring teaching to the appropriate needs of individual pupils; coaching teachers/teaching assistants in specific teaching strategies such as cooperative learning; cognitive approaches, based on mental processes; one-to-one tuition; peer-to-peer support; aspects of the home-school relationship; and study support.

Transfer and transition

Support for pupils from deprived backgrounds who may lack the emotional resilience at times of transition has been shown to be effective.

Six key principles of effective practice are:

1. maintaining collaboration before and after transfer;

2. facilitating effective communication;

3. prioritising and investing in school visits and induction programmes;

4. developing practices for particular types of pupils;

5. ensuring schools have clear roles and responsibilities that are supported by senior management;

6. disseminating good practice.

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