Catch-Up Funding

Catch-up Funding

Catch-up Funding is allocated by the government based on an estimated proportion of year 7 students that are not secondary ready when they join Raynes Park High School.  The money is received late in the financial year and will be spent in the following academic year.

 

Catch-Up Funding 2016-17

 The school received a grant of £20,500

The following intervention strategies are being employed:

•             Additional classes in English and Mathematics

•             Reading Groups

•             Accelerated Reader used throughout Key Stage 3

•             Dedicated daily reading time

•             Maths curriculum focussing  on numeracy skills for some year 7 classes

•             Weekly mentoring for relevant year 7s with year 10 pupils following a personalised on-line course

•             In lesson support through LSA/HLTA support

•             Breakfast club

•             Homework club

•             Additional targeted sessions after school for English

•             Nurture Group classes in English and Mathematics

 

Catch-up Funding 2015-16

The school received a grant of £19,500

The following intervention strategies were employed:

•             Additional classes in English and Mathematics

•             Reading Groups

•             Accelerated Reader

•             In lesson support through LSA/HLTA support

•             Breakfast club

•             Homework club

•             Additional targeted sessions after school for English and Mathematics

•             Nurture Group classes in English and Mathematics

 

Impact:

In English, 32 students entered Year 7 below level 4. At the end of the academic year, of the 30 that remained on roll, 53.33% have progressed to Level 4 with 3.3% being on or above a Level 5.  Within this group of 30, 86% of the students made at least expected progress (2 sub levels) with 48% making more than expected progress.

In Mathematics, 27 students entered Year 7 below level 4 and of the 25 that remained on roll at the end of the academic year 44% have progressed to level 4.  Within this group of 25, 72% of the students made at least expected progress (2 sub levels) with 40% making more than expected progress.