Year 7 Catch-up Funding 2017/18
The DfE provides additional funding to secondary schools for each year 7 student who as not achieved a level 4 in Reading or Maths at the end of Key Stage 2.
Hednesford Valley High received £11,500 during 2017/18 for year 7 Catch-Up Funding. There were 23 students at the start in September 2017.
A Pastoral Support Assistant was appointed in 2017 to carry out 1:1 reading intervention and Speech and Language development for small groups after training by an EP and a Teaching Assistant. Meeting Room 3 was converted into an intervention room after evaluation from the autumn term.
There were 2 reading intervention programmes carried out in 2017/18, one in the autumn term and the other in the summer term. They involved 13 students in the autumn from KS3 and 22 students in the summer in years 7 and 8.
There was 1 Speech Enrichment and Communication project – SpEAC carried out in the spring term with 29 students.
All students in year 7 were baselined using the Salford Reading Test. Those students whose reading age fell below 8 years and generalised reading ability fell below the aim of 200 words and 95% accuracy in 3 minutes were selected for the intervention. This work was also continued for students in years 8 and 9 who met the criteria above. Students were given 15 minutes 1:1 intervention twice a week in the autumn term and 10 minutes 1:1 during the summer term. The autumn term programme ran for 10 weeks and the summer term ran for 11 weeks.
All students made progress in reading from 3 months to 24 months. The average increase in reading age was 10 months in the autumn term and 4.3 months in the summer term.
Reading fluency improved on average by 15.7 words, with the highest increase being 62 words.
Reading Accuracy improved on average by 6.4% with the highest increase being 24%.
Comprehension Age improved on average by 12 months, with the highest being 2 years and 3 months.
Evaluations from students and parents/carers were positive after receiving information about the impact of the intervention.
3 parents provided comments:-
- “I am very pleased with the outcome of the reading intervention scheme.”
- “I am very pleased with X’s reading. He has done very well.”
- “There has been small changes to X’s reading. Still a brilliant scheme.”
Students were assessed using the SALT Narrative assessment at the beginning and the end of the project. English teaching staff selected students with low levels in speeching and listening or lack of progress in speeching and listening in one term.
Students met once a week in groups of 4 for 6 weeks to carry out a series of activities. Notes were made regarding each students’ skill development.
All students gained in confidence to ask questions and share their opinions. Some students became better at taking turns and more willing to listen to others.
17 students made good progress when re-assessed.
All students enjoyed some of the SpEAC intervention, 85% enjoyed all of it especially the communication games.
Parents/carers were given information about their child’s skill development during the SpEAC project. 6 parents provided comments:-
- “Very proud to learn about X’s progress”
- “I am pleased that X has developed a range of skills”
- “I think X did well in this”
- “Some progress and good effort”
- “Thank you for your continued hard work, we can really see the difference in X at home. She appears to be more engaged in home life”
- “Thank you for making time to assist X develop her confidence and memory skills. Such a valuable skill to achieve, any other opportunities would be mostly appreciated. Thanks”
Detailed reports have been given to the Headteacher and Governors. If you need any further information on either interventions, please contact the Headteacher at the school.