Year 7 Literacy and Numeracy Catch-up Premium

The Government has made a commitment to provide additional funding to schools for each Year 7 pupil who has not achieved the expected standard in reading and/or in Maths at Key Stage 2. Schools receive an additional premium of £500 for each of these pupils.

This money has to be used to deliver additional tuition and/or intensive support in small groups giving pupils valuable support in reading and numeracy to bring them up to target levels so that they are more likely to succeed at secondary school.

Find out more from the Department for Education about the Year 7 Literacy and Numeracy Catch-up Premium

Huxlow's funding allocation

In 2015-16, we received £18,500 to support students who were achieving Level 3 or below in English and/or Mathematics when they joined Huxlow Science College in September 2014.

  • 35 Year 7 students were entitled to receive support for their reading and Maths.
  • Other support was provided through the Fresh Start (phonics based) programme. 7 students did the full programme, 11 students studied phonics and 5 completed the spelling work.
  • 20 Year 8 students continued to receive support.

Two Higher Level Teaching Assistants are employed to provide ‘one-to-one’ catch-up support through personalised programmes in English and Maths. These staff carry out assessments, develop the personalised lessons and monitor progress working in liaison with the English and Maths departments.

Students are assessed during the first term after joining the school and will be assessed again using standardised assessments during the summer term to assess the progress they have made with their reading and in Maths. The progress of all of these students is also monitored through the school’s RATE system and through re-assessment at appropriate times during the school year.


The targeted interventions funded by the Year 7 catch-up premium have resulted in measurable improvements in both literacy and numeracy:

English: In 2015-16, students receiving support for their literacy made between 1 and 5 sub-levels of progress in English. Six students receiving support for their reading and comprehension skills exceeded expected levels of progress in English. One student went from level 3a to level 5c, whilst another made 5 sub-levels of progress, going from a low level 3 to a high level 4. Eight students, including one who made 4 sub-levels of progress, who did not reach a level 4 in English by the end of Year 7 will continue to receive additional support for literacy in Year 8.

Maths: In 2015-16, students receiving support for their maths made between 1 and 7 sub-levels of progress in maths. 15 students receiving support for their numeracy achieved expected levels of progress in Maths. 10 students exceeded expected levels of progress in Maths. Only 5 students receiving support for Maths did not reach Level 4 in Maths by the end of Year 7 and these students will continue to receive support in Year 8.

Case studies

One student who was working at Level 2 in Maths when he joined the school has made 7 sub-levels of progress as a result of the support he has received. He lacked confidence and struggled to ‘read’ numbers but he is now achieving at the upper end of level 4 and has moved up to a higher set in Maths as a result of the progress he has made. Other students have made good progress in developing their basic skills and have become more confident in applying these skills in Maths lessons.

All the students achieving below a level 4 in their Year 6 reading SATs were put into small groups (usually of three) where, using the Reading Laboratory programme, they carried out individual comprehension and literacy work with the support of a Literacy HLTA. One student, who made 5 sub-levels of progress, said how much it had helped him improve his concentration and that he "liked the vocabulary {section} because I learnt new words". The student who had progressed to level 5 in English also said how much the work had helped her with "the understanding of new words". She, like all the students, enjoyed the three minute 'Rate Builder' comprehensions part of the programme, saying "It makes me think faster as it has a timer and I put my mind to it".


How the Catch-up Premium funding has been used

Year 7 Catch-up Premium 2014-15 
Total funding received£15,000
Staffing ('one-to-one' tutors)£12,000
Staff training (intervention strategies) £1,700 

Year 7 Catch-up Premium 2015-16
Total funding received£18,500
Staffing ('one-to-one' tutors)£18,000

Future plans

We are evaluating our current provision and will invest in providing further professional development for both teachers and teaching assistants working with these students. Additional specialist resources will be purchased to support the literacy and numeracy intervention programmes.

The English Department is currently trialling the use of the Accelerated Reading programme for all students in Year 8 to boost their progress in and enjoyment of reading. The use of Accelerated Reading is being extended to all students in Years 7-9 at Huxlow Science College.

We will be introducing specific intervention programmes to support students joining the college who are achieving below Level 4 in numeracy. These interventions are designed for one-to-one and small group (1:2 and 1:3) teaching. These programmes will include Numbers Count 2 which research has shown to boost numeracy levels by between 11-15 months through one term of interventions, and ‘Success@arithmetic’.

More time will be allocated to literacy and numeracy HLTAs (Higher Level Teaching Assistants) to provide one-to-one and small-group tutoring for students requiring support in reading and/or in numeracy.

The Literacy and Numeracy coordinators will ensure that relevant standardised assessments are used to monitor students’ progress in reading and in numeracy as well as providing subject expertise to support the teaching assistants delivering and developing the intervention programmes. These assessments will provide age-related data to benchmark the progress students make against national standards (‘Progress in Maths’ and reading ages).

Lunchtime clubs will provide opportunities for students receiving support for reading and numeracy to apply their skills in engaging and stimulating ways for example in a Design Technology go-cart competition.

Students will also be targeted by the LitKit mentoring project. This project involves older students mentoring Year 7s in order to promote reading for pleasure and developing literacy skills.

Key objectives for 2016-17
  • Implement the use of standardised age-related assessments for reading and numeracy to benchmark students’ progress against national standards.
  • Ensure that all Year 7 students achieving below the expected standard in reading and in numeracy when they join the school receive appropriate intervention support to enable them to make more progress. This will include more time for specialist literacy and numeracy teaching assistants to provide one-to-one and small-group tutoring for students requiring support in reading and in numeracy.
  • Introduce the Numbers Count 2 and Success@arithmetic intervention programmes to enhance the support provided for students achieving below the expected standard in numeracy when they join the school.
  • Ensure that staff delivering the Year 7 Catch-up intervention support receive appropriate professional development to enhance their knowledge and skills.