Year 7 Catch-Up Premium

What is it?

The Year 7 catch-up premium is used by Helsby High School to deliver additional tuition or intensive support 1:1 or in small groups, giving pupils valuable strategies which will help them make progress.

The government has allocated a maximum of £500 in respect of each pupil who was at a maintained school in year 6 who had not met National Standards in reading and/or mathematics in their Key Stage 2 SATs

At Helsby High School, catch–up funding in 2016-17 was £7476

Who has responsibility for Catch-Up?

  • The SENDCo, Mrs Tobin has overall responsibility for Catch-Up and there are designated coordinators in Match and English.
  • The Maths coordinator is Mrs Ramage.
  • The English coordinator is Mrs Foulder.

English Catch-Up

  • Pupils are identified by looking at those pupils who were “NS” (not met expected standard) in English KS2 SATs
  • Due to the changes to KS2 SATs, this year there are more pupils than previously working ‘Below Standard’ in Literacy.
  • In order to put a student on the appropriate pathway, diagnostic tests provided by AQA are carried out with the pupils. These are simplified versions of the GCSE Language exams. They are marked in line with GCSE skills along the 1-9 ‘flight path’.
  • To create a further learning profile of an individual pupil, numerical reading age test scores (sat as part of the CATs) are also used and a pupil voice survey in initial intervention session.
  • With this quantitative and qualitative data, one of three pathways is available to a pupil.


  • Pupils with the most significant literacy gaps are assigned ‘One to One’ sessions with Learning Resource Centre coordinator whose expertise is KS2. These take place in the Library during timetabled slots that remove pupils from PSHE or MFL.
  • Pupils with moderate literacy gaps are assigned to small group, after school session with KFO (Key Stage 3 English Coordinator). These take place on a Tuesday, 3.15-4pm in A10 and are weekly.
  • Pupils with mild literacy gaps work with KED for lunch time support sessions. These take place on Tuesday lunchtime in A1.
  • Pupils may transfer paths depending upon the progress they make.
Initial Sessions – all Pathways ·         Irlens testing take place in all initial sessions.

·         VFO and KFO also complete a short term memory test.

Pathway 1 ·         ‘One to one’ sessions on specific literacy issues, for example spelling and reading strategies.
Pathway 2 ·         Small group literacy sessions with a half termly subject focus that works alongside the departmental scheme of work e.g. Jan-Feb is Geography and the Brazilian rainforest.

·         Weekly subject spellings using personalised ‘Spellzone’ logins.

Pathway 3 ·         Weekly support sessions for students where they can get assistance with homework tasks from across curriculum areas. Literacy tasks completed taken from e.g. TES Resources/Teachit/BBC Bitesize for those who may not have a set homework in a particular week.

Maths Catch-Up

  • Pupils are identified by looking at those pupils who were “NS” (not met expected standard) in Maths KS2 SATs
  • Raw scores are used to rank the students
  • The students with the lowest scores are selected to attend a maths booster session
  • A Breakfast club session runs on a Tuesday morning from 8.30am led by KVA for all Catch-Up Maths pupils.
  • Maths Workout programme has been purchased so that the students can access maths activities
  • Students are paired-up with a buddy from Year 11
  • Students practise times tables and other basic maths activities with their buddy during the session to improve their knowledge and confidence.

How impact/progress is measured


  • Autumn, Spring and End of Year English assessments (using further AQA materials) will be used by the KS3 English Leader to monitor this particular group of students.
  • Repeated reading age tests will be sat so that progress can be seen from baseline tests
  • Pupil voice and RAGged KS3 skills checklists will show where pupils’ abilities have increased and where there are still specific areas to address.


  • Attendance at the sessions will impact on the students’ performance in lessons. Confidence is gained in students’ basic ability and the class teacher will monitor the improvement in the basic maths skills.
  • Tests are taken in Maths 3 times a year and the progress in these test results is monitored.