Literacy and Numeracy Catch Up Funding

For​ ​2018-2019​ ​TKA​ ​will​ ​receive​ ​£7500​ ​based​ ​on​ ​providing​ ​£500​ ​support​ ​to​ ​15​ ​pupils.

Literacy:

Using​ ​KS2​ ​data,​ ​baseline​ ​reading​ ​and​ ​writing​ ​assessments,​ ​and​ ​NGRT (New Group Reading Tests) ​a​ ​cohort​ of pupils ​performing​ ​below​ ​age-related expectations​ will be​ ​identified.​ ​This​ ​data is analysed in more depth in order to ​ascertain​ ​the specific​ ​literacy​ ​related​ ​needs​ ​of​ ​the​ ​pupils​ ​within​ ​this​ cohort,​​ ​using​ ​theory ​underpinned​ ​by ​the​​ ​simple ​​view​ ​of reading* ​ ​and​ ​the​ ​Dual​ ​Route​ ​Cascaded ​​Model**.​ ​This​​ ​allows ​the​ ​cohort ​to​ ​be targeted​​ ​for specific​ ​and​ ​​literacy​ ​interventions. In addition, this cohort will, of course, be given specific support within English lessons by their teachers to help bridge the gap in their literacy skills.

Literacy interventions that will involve pupils in the catch up funding cohort:

  1. Paired reading programme- Aimed at pupils who need to develop their lexical recognition and fluency. Year 7 pupils with low reading ages will be paired with Year 9 volunteers who have been trained by the literacy across the curriculum coordinator to provide reading support.
  2. Developing Comprehension skills intervention- ​Aimed​ ​at​ ​pupils​ ​who​ ​have​ ​good​ ​decoding ​skills​​ ​but​ who ​need​ ​to​ ​develop​ their​​ ​language comprehension.​ ​​ ​Pupils​ ​with​ ​comprehension​ ​needs​ ​(often​ ​EAL)​ ​will be​ ​involved​ ​in​ ​specific​ ​intervention sessions​ ​led​ ​by​ ​English​ ​specialist, ​focusing​ ​on​ ​understanding​ ​of​ ​age​ ​appropriate​ ​texts and the production of written and verbal responses.​
  3. EAL intervention programme- Pupils in the cohort who are also identified as EAL will receive bespoke, small group support aimed at developing their English language fluency and comprehension. They will also be enrolled in an EAL course at Kingston College to support their language development and acquisition.

The​ ​cost​ ​of​ ​these​ ​interventions​ ​is​ ​minimal​ ​in​ ​terms​ ​of​ ​​the​ ​resources​ ​required, as they​ ​either​ ​already​ ​exist​ ​within​ ​the​ ​relevant departments,​ ​or​ ​can​ ​be​ ​easily​ ​produced​ ​at​ ​a​ ​minimal​ ​cost.​ ​The​ ​cost​ ​of​ ​using​ ​EAL, SEND​ ​and​ ​English​ ​staff​ ​to​ ​deliver​ ​interventions​ ​is the main outlay; the Kingston College provision is without cost.

In addition to these initiatives, this year our focus will be on extending enrichment activities and experiences to engender a love of reading in this cohort. We will be trialling targeted book bags for pupils, as well as inviting them to participate in extracurricular events put on in our local library and in conjunction with partner schools.

*The​ ​simple​ view​ ​ of​ ​ reading,​ ​​Gough ​ &​​ ​Tunmer,​ ​1986

**Nonword​ ​reading:​ ​comparing​ ​dual-route ​ cascaded​ ​ and​ ​​connectionist​ ​dual-process ​ models​ ​ ​with ​ human​ ​ ​data”Pritchard ​ SC,​ ​ Coltheart​ ​ M,​ ​ Palethorpe​ ​ S,​ Castles​ ​A,​ ​2012

Numeracy:

We are currently running the Numeracy Ninjas programme with the whole of Year 7. Using data from this programme and KS2 data, we​ will​ ​identify​ ​a​ ​small group​ ​of​ ​pupils​ ​who​ ​would benefit from an extended Numeracy Ninja programme in small group sessions rather than whole-class setting.

Numeracy​ ​Ninjas​ ​is​ ​designed​ ​to​ ​fill​ ​gaps​ ​in​ ​pupils’​ ​basic​ ​mental​ ​calculation​ ​strategies.​  ​It​ ​also​ ​aims​ ​to​ ​empower​ ​them with​ ​the​ ​numeracy​ ​skills​ ​and​ ​fluency​ ​required​ ​to​ ​fully ​access​ GCSE​ ​​Maths​ ​concepts​ ​when​ ​they​ move​ ​​to​ ​Key​ ​Stage​ ​4 study.​   ​A​ ​2016​ ​research​ ​study​ ​by​ ​Wyvern​ ​College** ​ ​(​ a​ ​​large​ ​comprehensive​ ​secondary​ ​school)​ ​into ​the​​ ​impact ​​of​ ​using Numeracy​ ​Ninjas​ ​to​ ​improve​ ​numeracy​ ​fluency​ ​of​ ​KS3​ ​pupils​ ​showed​ ​significant​ ​results,​ ​Numeracy​ ​Ninjas​ ​increased​ ​the average​ ​pupil’s​ ​gain​ ​in​ ​fluency​ ​with​ ​mental​ ​calculation​ ​strategies​ ​by​ ​at​ ​least​ ​an​ ​additional​ ​70%​ ​when​ ​compared​ ​to​ ​the gains​ ​made​ ​by​ ​a​ ​control​ ​cohort.

The​ ​implementation​ ​of​ ​this​ ​programme​ ​is​ ​consistent​ ​with​ ​the​ ​school’s​ ​philosophy​ ​and​ ​approach​ ​to​ ​teaching​ ​maths​ ​at​ ​all stages.

At least three times a week, ​pupils​ ​complete​ ​a​ ​5​ ​minute​ ​skills​ ​test​ ​which​ ​includes:

  • 10​ ​questions​ ​on​ ​mental​ ​numeracy​ calculation​ ​ ​strategies;
  • 10​ ​times​ ​tables​ ​questions;
  • 10​ ​questions​ ​on​ ​key​ ​topics​ ​that​ ​must ​be​​ ​mastered​ ​before​ ​studying​ ​GCSE​ ​

The​ ​tests​ ​are​ ​marked​ immediately for instant feedback, and they obtain a Ninja​ ​Score​ ​out​ ​of​ ​30.​ ​This​ ​corresponds​ ​to​ ​a​ ​particular​ ​colour Ninja​ ​Belt​ ​and​ ​only​ ​a​ ​Ninja​ ​Score​ ​of​ ​30​ ​will​ ​earn​ ​pupils​ ​the​ ​coveted​ ​Black​ ​Ninja​ ​Belt.​ ​Teachers​ ​then​ ​discuss​ ​key​ ​mental numeracy​ ​strategies​ ​related​ ​to​ ​the​ ​questions​ ​with​ ​the ​group,​ ​before​ the​ ​teaching​ ​of​ ​new​ material.​  ​The​ ​repetitive​ ​nature​ ​of​ ​this​ ​approach​ ​should​ ​be​ ​effective​ ​in​ ​establishing​ ​a​ ​strong​ ​command​ ​of​ ​basic​ ​maths skills​ ​at​ ​this​ ​crucial​ ​KS3​ ​stage.

In 2018-19, all​ ​pupils​ ​will participate​ ​and​ ​benefit​ ​initially,​ ​even​ ​HPA​ ​pupils​ ​who​ ​may​ ​have​ ​gaps.​ ​However,​ ​pupils​ ​who​ ​struggle​ ​will​ ​be​ ​targeted​ ​for intervention​ ​after October half term​ ​by​ ​an​ ​intervention​ ​teacher.​ ​Intervention​ ​will​ ​be​ ​done​ in​ ​response​ ​to​ ​actual struggle​ ​rather​ ​than​ ​anticipated​ ​struggle,​ ​though​ ​we​ ​will​ ​be​ ​monitoring​ ​the​ ​progress​ ​of​ ​the​ ​identified​ ​catch-up​ ​cohort very​ ​closely.

Access​ ​to​ ​the​ ​Numeracy​ ​Ninjas​ ​scheme​ ​is​ ​free,​ ​however,​ ​numeracy​ ​catch-up​ ​funding​ ​will​ ​be​ ​required​ ​for​ ​the photocopying​ ​of​ ​booklets​ ​since​ ​the​ ​tests​ ​do​ ​need​ ​to​ ​be​ ​done​ ​on​ ​paper,​ ​as​ ​working​ ​may​ ​need​ ​to​ ​be​ ​shown.​ ​The​ ​cost​ ​of using​ ​the​ ​intervention​ ​tutor​ ​for​ ​this​ ​purpose​ ​will​ ​also​ ​need​ ​to​ ​be​ ​covered.

*Literacy​ ​and​ ​numeracy​ ​catch-up​ ​strategies, ​​November​ ​2017,​ ​Department​ ​for​ ​Education

**The​ ​impact​ ​of​ ​using​ ​Numeracy​ ​Ninjas​ ​on​ ​the​ ​numeracy​ ​fluency​ ​of​ ​KS3​ ​Pupils​ ​in​ ​a​ ​large​ ​comprehensive ​​secondary​ ​ school,​ ​William​ ​Emeny,​ ​10​ ​June​ 2016

 

Numeracy and Literacy Impact Statement 2017 – 2018

You can view the Numeracy and Literacy Impact statement for 2017-18 via this link