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Year 7 Literacy and Numeracy Catch-up Premium

The school has not been in receipt of any additional funding in relation to Year 7 Catch-up since 2018-19

Report on the use of Year 7 Catch Up Funding 2018-19  (Updated October 2019)


Overview of Year 7 Catch Up funding

The literacy and numeracy catch-up premium gives schools additional funding to support year 7 pupils who did not achieve expected progress by the end of KS2. This funding is available to all state funded schools with year 7 pupils.

How are we accountable?

The Harbour School holds placements for pupils from ages 5-16. We use the Year 7 Catch Up Funding to help support pupils who transition from year 6 to year 7 within the school. Pupils are often supported by familiar staff who they have already interacted with or been supported by within the school. Pupils also remain on the same site for their KS3 placement to help support their transition into Secondary School. To help support the move into year 7 funding was used to support professional practice and learning as well as ensuring that the resources for Numeracy and Literacy are to the best standard available. Class sizes are maintained at 8 or below and are all supported by at least one Teaching Assistant. This allows targeted 1:1 support and intervention to take place within Literacy and Numeracy lessons. The impact of this was measured through pupil engagement and progress.     

Looking back: How the previous year’s allocation was spent? 2018-2019

In 2018-19 the school received £5,500 and this was allocated towards:

  • Staff professional learning and development
  • Developing and implementing a long-term plan for Maths with a specific focus of maths schemes and structures that were consistent throughout the school.
  • The purchase of resources for supporting learning and intervention in Year 7 including Mathletics

Targeted 1:1 support within Literacy and Numeracy lessons. 

What was the impact of this funding?

Pupil’s transition into year 7 was monitored by the school through form tutors, learning walks and book sharing. The use of directed support within classes showed an increase in extended writing within English. While in Maths pupils showed increased engagement through the use of Mathletics and close support was given to help pupils begin their Entry level qualifications in Maths.