Unity City Academy

Unity City Academy

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Year 7 Catch-Up Funding

The Y7 Catch Up Fund is a grant payable to Unity City Academy from the Government via the Local Authority. It is provided for those students that fall below the expected standard in Mathematics and English in the Key Stage 2 SATS.   

Guidance from the Departments for  Education on expected standard is shown below:

The range of scaled scores available for each KS2 test is the same as 2016 and is intended to stay the same in future years. 80 is the lowest scaled score that can be awarded and 120 is the highest scaled score.

Pupils scoring at least a scaled score of 100 will have met the expected standard of the test.

A pupil awarded a scaled score of 99 or below has not met the expected standard in the test.

Pupils whose raw score is below the minimum needed to be awarded a scaled score on the test have not demonstrated sufficient understanding of the KS2 curriculum in the subject. Where this is the case the scaled score field for the pupil in the ‘Pupil results’ section of NCA tools will be ‘N’. The outcome of the test for the pupil will be ‘NS’: expected standard not achieved.

https://www.gov.uk/guidance/scaled-scores-at-key-stage-2

From 2016 onwards this funding can be used to support those students who did not achieve a scaled score of 100 in reading, writing and maths in their SATS National Tests and where additional teacher assessment at the end of KS2 judges them be below the expected standard and where they are unlikely to catch up without additional help.

At Unity City Academy our objectives are:

  • To obtain baseline KS2 data and identify those students eligible for Catch-Up in literacy and numeracy, enhancing SATs data with additional data from our primary partners who at that time know our students’ academic needs best
  • To assess the individual learning needs of the targeted students (supported by CATS scores, and information from the students’ primary schools).
  • To develop a range of strategies to ensure students make better than expected progress and meet nationally expected standards in reading, writing and maths
  • To monitor progress of the targeted students and identify evidence of impact

Generic strategies which are beneficial for low attainers

Nationally there are groups of consistent  low attainers across the Key Stages, including: boys, students eligible for Free School Meals (FSM), students with English as an Additional Language (EAL), students with Special Educational Needs (SEN), students with high rates of mobility between schools, and Looked After Children (LAC). These characteristics often interact and place a pupil at increased likelihood of under-achievement. Low attainment is often due to complex interactions of a variety of social/demographic factors.

It should also be noted that these factors have already impacted on progress at Primary and unless effective intervention supports rapid progress towards the expected standards at the start of secondary education, student attainment will remain below expectations with a corresponding negative impact on students’ future opportunities.

We are aware of the research that identifies the strategies most widely understood to have a positive impact on progress.  Early intervention; good monitoring of students’ progress; tailoring teaching to the appropriate needs of individual students; coaching teachers/teaching assistants in specific teaching strategies such as cooperative learning; one-to-one tuition; peer-to-peer support; aspects of the home-school relationship; and study support.

At Unity City Academy we use the following strategies as part of our aim to meet the above recommendations:

  • Quality Wave 1 provision
  • Intervention to support reading-age improvements
  • Support for the social, emotional and behavioural aspects of moving to secondary school and so to facilitate secure transition
  • Early identification of needs
  • Close monitoring of progress