Catch-up Premium Funding

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What is the Literacy and Numeracy Catch-Up Premium?


The literacy and numeracy catch-up premium gives state-funded

schools, including special schools and alternative provision settings,

additional funding to support year 7 pupils who did not achieve the

expected standard in reading or maths at the end of key stage 2

( KS2 ).  Due to there being no SATs  this year, all students

completed a MIDYIS test which allowed us to identify students.



Catch-Up Allocation


2019-20 = £22,391



Our Catch-Up Strategy at Redbridge

The Programme in 2020/21:


Session Aims:

  • To improve students’ knowledge of various areas of literacy (predominantly sentence construction) in preparation for the literacy knowledge test

  • To promote students making conscious choices with their language to make their writing more creative

  • To improve students’ reading skills

  • To improve students’ confidence in their reading and writing ability


Specific Teaching:

  • Sentence parts and types, punctuation and proof reading (using the iBridge)

  • Use ‘Scarborough’s Reading Rope’ to teach different elements of reading focusing on vocabulary and comprehension

  • Developing use of vocabulary for effect and linguistic devices.


Tracking and Monitoring of Progress:

  • Mini AFL checks at the end of each session

  • Literacy Knowledge and Skills test data

  • Reading Age Data



Catch-Up Strategy Impact: Literacy


Students will continue their entitlement into year 8 as they did not receive the full year of support due to COVID.


Whole school focus on reading (no further data available):


Each session included a pre and post-test, to gauge student progress:

  • 100% of students improved in all sessions


Retention of this knowledge is vital to ensure that skills are transferred to lessons:




Whole school focus on reading:






Each session included a pre and post-test, to gauge student progress:

  • 100% of students improved in all sessions

  • On average, students improved by 55%


  • Assessment 1 – 13% of the Catch-Up Premium students achieved  “on or above expected progress” in both their knowledge and skills tests

  • Assessment 2 – 69% of the Catch-Up Premium students achieved  “on or above expected progress” in both their knowledge and skills tests

  • Assessment 3 – 89% of the Catch-Up Premium students achieved  “on or above expected progress” in both their knowledge and skills tests

  • Assessment 4 – 75% of the Catch-Up Premium students achieved  “on or above expected progress” in both their knowledge and skills tests

We also provide these students with a Read2 mentor.  This involves our readers having a one-to-one session with a mentor where they can read a book of their choice in a safe environment. 


For some students, reading can be a daunting task, especially if they cannot find a book that engages them or they find too challenging.  Read2 allows them to spend time with a mentor talking about books, taking the time to find something they will enjoy reading and having the opportunity to read with someone who can support them. 


Some students read novels whilst others read factual books and this is entirely up to them. Ultimately, we want students to take pleasure in reading and have the opportunity to read, or be read to by someone, for a period of time.  This has been a very successful scheme alongside the Accelerated Reader programme, as students feel more confident when reading out loud in lessons and begin to use the library on a more regular basis.



Read2 Impact



  • 61% of Catch up students closed the gap between their reading age and actual age

  • 83% or students felt more confident when reading

  • 92% of students said they wanted to read more from our new library selection

  • 42% of students said they would read more at home

  • 67% of students enjoy reading more


  • 50% of Catch-Up students closed the gap between their reading age and actual age

  • 100% of students thought they were more confident readers or had read a book they enjoyed


2016/17 (Now tracking if students are closing the reading age gap)

  • 50% of Catch-Up students have closed the gap between their reading age and their actual age.  This is a more precise figure and allows us to track real progress in reading

  • 100% of students felt that this was a worthwhile experience and that they were growing in confidence as a reader.  The regular reading tests are helpful to allow students to track their own progress

Students said:


“I like working with my mentor – she is nice”


“I like reading”


“I’ve improved my communication skills”


“It has built up my confidence with reading”


 “My mentor has helped me with the words I found difficult”


“I enjoy it”

The Numeracy Programme


Session aims:

  • To improve students’ engagement and enjoyment of Maths

  • To improve students’ confidence in Maths

  • To improve students’ basic Numeracy

  • To improve students’ knowledge and skills on the topic that are being covered in Maths lessons 

Specific Teaching

  • Catch up sessions follow the scheme of work for year 7 so that they mirror what students are doing in class

  • Topics are delivered using contextual or practical methods to improve understanding

  • Smaller group work means students are confident to ask questions  and teachers are able to identify and address individual misconceptions


Tracking and Monitoring of progress:

  • Pre and post-test across the year

  • Mini AFL checks throughout each session

  • Maths knowledge and skills test data

  • Student surveys



Catch-Up Strategy Impact: Numeracy



Students were surveyed at the beginning and end of the school year:









Average progress of Catch up students in Maths was the same or exceeded that of the whole year 7 cohort in 4 out of 5 half terms. 





Pre and post-tests in every session showed that 100% of students made progress.


We also surveyed the students at the end of the year:

The Impact of iMultiply at Redbridge Community School 2019 - 2020  


iMultiply during tutor:


A selection of mathematics questions used by all tutor groups in the school on a weekly basis for half of the academic year.


The selection of workbooks were completely revamped for a fresh start across all years.


The year 7 and 8 workbook contains a series of 5 minute tasks that assess a number of fundamental mathematical skills. The workbook is called “Numeracy Ninjas”, students achieve Ninja Belts according to how many correct answers they achieve. The mathematics department has been using similar workbooks for a number of years.


Year 9, 10 and 11 were given differentiated workbooks that were allocated based on previous attainment in maths. These workbooks focussed on word problems and problem solving questions using a mixture of essential maths skills, geared towards preparing for the maths GCSE.


Recording of all workbooks was made more robust, using centralised spreadsheets. Success was recognised and students in KS4 were able to move on to more challenging workbooks.


Impact: All students are being challenged to improve in numeracy / maths during tutor periods throughout the school year. Success is easier to track, students see more value in completing the workbooks.

iMultiply Weeks:


Every half term there is one week dedicated to multiplication grids being delivered in every lesson (except Year 11).


This year we moved away from the thematic nature of previous year’s iMultiply Weeks and focussed solely on the completion of times tables. Students completed a 6 by 6 multiplication grid in their lessons (including lessons other than maths), in some cases competing against their teacher. This new approach invigorated the iMultiply Weeks and many teachers took part.


Impact: Students improving in their times table recall (see below).


Multiplication Grids:


A uniform way of completing a six by six multiplication grid. Delivered weekly during maths lessons and iMultiply weeks.


The maths department have been using these grids for a number of years now. Combined with the completion in other subjects during iMultiply week we saw rapid and sustained progress, particularly in years 7 and 8.




At the beginning of the year 496 students could complete the grid in under 2 minutes. This raised to 624 in only two half terms.


Year 7 average completion time improved by 23 seconds and year 8 improved by 43 seconds.


31% of year 7 could complete the grid in under 2 minutes at the beginning of the year, by half term three this had raised to 54%. With a similar story for year 8, who improved from 40% to 58%.


  • There is still much space from improvement. With a full school year and the improvement rate of last year we should get closer to our target of seeing all students complete the grid in under 2 minutes.

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