Oak Lodge School, Barnet: Year 7 catch-up premium

Year 7 Catch-up Premium

The literacy and numeracy catch-up premium is provided by the Department for Education and gives schools 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). All state-funded schools with year 7 pupils receive this funding, including special schools, whether maintained by a local authority or operating as an academy or free school. The funding received at this school currently applies to all our Year 7 admissions.

To date, we have not been advised of Year 7 catch-up funding for 2017-18. However, with the assumption that arrangements will be the same as for the previous year, we estimate that we should receive approximately £13,000 when this is released to academies from ESFA on 1st March 2018. Our strategy for how this funding will be used is under review, pending grant confirmation.

In 2016-17 Oak Lodge School received £9,565. This funding was used to promote enhanced engagement with learning using the SCERTS model (Social Communication and Emotional Regulation through implementation of Transactional Support) to facilitate improved rates of progress in literacy, numeracy and wider academic or social development.

For the year 2016_2017 we used our Year 7 catch-up premium, to introduce Lego Therapy and Social Thinking programs across the Year 7 cohort. Some of students in this cohort had relative strengths in their academic profile in some curriculum areas, although accessing learning in a social setting and growing confidence to participate in social learning activities posed a barrier to progress. Some of these students were not successfully integrated in classroom learning in their primary settings. 

Both 'Lego Therapy' and 'Social Thinking' are more than just Social Skills programs, they are designed to enhance conceptual processing in learning, develop executive functions, essential for problem solving and above all develop social attention and sophisticated social reasoning. Our aim is to target social cognitive skills that build successful peer relations, develop awareness of themselves in relation to others and aid capacity to maintain a well regulated state to enhance engagement within their learning. 

Upon analysis of the data we were able to see clearly that our students developed good peer relations indicated in the 'Social membership / friendships' category. Students showed significant improvement in their active learning and organisation by the end of the year, as well developing healthy esteem, indicated by their good 'sense of self' and 'self in relation to others'. 

The data shows our students are making progress overall in key areas of their social emotional development. This demonstrates that they way we use our individualised interventions for our students on entry to the school can be measured for their effectiveness. We will continue to use empirically supported practices as part of our commitment to demonstrate impact in this way.

We use a specialist commercial benchmarking tool to measure how well pupils make progress in core subjects, adjusted for their age, special educational need and prior attainment. 100% of our Y7 cohort for 2016-17 made expected progress or better by this measure; this equates to 85% making at least 'good' progress and 15% 'outstanding' as defined by previous progress measures promoted by DfE.


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