Overview 2019 – 2020

Year 7 Catch-Up Premium is additional to the main school funding. It is received from the government and is allocated to pupils who have a scaled score of less than 100 at the end of Key Stage 2 in either Mathematics or Literacy. The purpose of the funding is to enable schools to deliver additional support, such as individual tuition or intensive support in small groups, for those pupils that most need it.


Use of Catch Up Premium

In 2019-2020 we received catch up premium for £15,892 for the year. This budget was used to run bespoke interventions that focussed on improving numeracy, literacy skills or both. The pupils were given a mixture of one to one intervention, small group and peer group intervention.

The interventions are specifically targeted to the strand identified as a weakness for those pupils and the impact of each intervention are measured from their starting point in each strand.

In English We have continued to provide the Breakfast Literacy Club each morning for students and invited specific students to attend (Christine Keightley). Tracey Duncan has delivered two sessions per week on the Inference Strand.


Impact of Catch Up Premium – March 2020

Interventions are tracked and monitored through the year by Curriculum Directors and their deputies to give clear indications on which interventions have been most effective and which pupils require any further support. This impact will be measured against the Questions Level Analysis done on entry for the pupils concerned.



Group 1

50% of students showed an improvement and 1 student performed the same as at the end of KS2. This group did better with the 2d strand of questions. All of these students are achieving their target grades with one exceeding their target grade.


Group 2

This group showed some improvement with 50% increasing their original reading mark. A significant number of other students are at target grade so despite not all showing improvement in the reading test, students are performing in line with their target grades.

Of the 39 students who were targeted for intervention including the Breakfast Club (and the Inference booklets homework for the six highest attaining students), performance in English against target grades is very good. As teaching staff were made aware of these students at the start of the year, they have been a constant focus which has helped with overall performance.



26 students were identified to be below 100 from key stage 2. Students’ needs and barriers to learning were discussed within faculty time and personalised intervention plans were drawn up with a focus on number skills. Following intervention, outcomes were measured through assessments and where assessments were completed the positive outcomes of these are shown below:


Assessment 1

  • 2 students significantly below target progress
  • 7 students below target progress
  • 10 students in line with target progress
  • 4 students above target progress


Assessment 2

  • 3 students below target progress
  • 16 students in line with target progress
  • 4 students above target progress


Assessment 3

  • 7 students below target progress
  • 18 students in line with target progress
  • Average achievement across 3 assessments
  • 8 below target progress
  • 13 in line with target progress
  • 4 above target progress