ÁùºÏ²ÊÂÛ̳

ÁùºÏ²ÊÂÛ̳ received funds in the academic year 2018 – 2019. To support

• 37 students who entered the school below the expected standard in Maths
• 57 students who entered the school below the expected standard in English

• All provision from 2018/19 is in place for the current cohort
• This year, ÁùºÏ²ÊÂÛ̳ is developing explicit inclusion provision, with a member of staff employed to develop an inclusive skills based curriculum

Year 7 complete a series of common assessment tasks throughout the year and an end of year test in English and Maths, and progress will be monitored at each step. Where issues arise from CATs, addition support will be offered or support amended to ensure a greater impact

ÌýÁùºÏ²ÊÂÛ̳ received funds in the academic year 2018 – 2019. To support

• 53 students who entered the school below the expected standard in Maths
• 53 students who entered the school below the expected standard in English

• Additional time allocation for English and Maths teaching (additional curriculum time and after school activities)
• Learning Support Assistants dedicated to specific groups of students within Year 7 core lessons
• Targeted Year Lead support, with specific responsibility for this cohort of students
• Additional resources allocated to catch up provision
• Leadership responsibilities allocated to drive reading across the curriculum, with provision for identified groups of students
• Use of Hegarty Maths to support learning at home

By the end of Year 7, of the students receiving catch up funding:

Maths

• 4 students had made accelerated progress to bring them in line with the expected grades of students who joined the school at the expected level
• 18 students had made good progress or better from their starting points in line with school expectations
• 30 students made some progress from their starting points and have continued with specific interventions in Year 8
• 1 student left the school. 1 student failed to progress and continues to receive support

English

• 2 students had made accelerated progress to bring them in line with the expected grades of students who joined the school at the expected level
• 35 students had made good progress or better from their starting points in line with school expectations
• 17 students made some progress from their starting points and have continued with specific intervention in Year 8