The Government allocates extra funding to schools for each Year 7 pupil who has not achieved a Level 4 in mathematics and/or Reading at the end of their Key Stage Two assessments. The purpose of the funding is to enable schools to provide extra support in Mathematics and reading. Lees Brook Community School receives additional funding of £500 for each pupil whose Key Stage 2 results fell into these categories.
In 2013-2014 we received funding for 37 students (30 in mathematics; 29 for reading; 22 needing both).Funding for 2013-2014 totalled £18,500.00.
Reading analysis as of June 2014 indicated that 96.5% of pupils progressed by at least 1 sub level. 90% of pupils progressed by at least 2 sub-levels. 59% of pupils progressed by at least 3 sub-levels (one full level). Of the 29 students who started below Level 4, 14 (48%) have achieved Level 4 and a further 11 have moved to only one sub-level away.
Mathematics analysis as of June 2014 indicated that 93% of pupils progressed by at least 1 sub level. 53% of pupils progressed by at least 2 sub-levels. 30% of pupils progressed by at least 3 sub-levels (one full level). Of the 28 students who started below Level 4, 11 (39%) have achieved Level 4 and a further 9 have moved to only one sub-level away.
Overall analysis for 2013/2014 indicates that 15% of the cohort started the year below Level 4 for Reading and 15.4% of the cohort started the year below Level 4 for Maths. At the end of year 7 8.2% finished below level 4 for Reading and 9.2% for Maths.
In 2013-2014 we received funding for 37 students (30 for Mathematics, 29 for Reading, 22 needing both).
The strategies employed during the last academic year included:
• Staffing support to enable
- Small group intervention with qualified Maths and English teachers
- Increase the number of one to one support
- Numeracy and Literacy Progress Unit support
- The 1:1 Reading support
- Homework club
• Purchasing additional E-Readers for students to use
• Funded holiday schemes
• Attainment of pupils is measured through the half termly teacher assessments.
• Progress is then analysed and appropriate intervention and support is put in place. Intervention and support staff liaises with teacher to work on specific targets.
• Raising Achievement Coordinator, in collaboration with Directors of Learning for Maths and English, identify students and create a timetable of intervention that is supported by the KS3 Student Progress and Achievement Mentor.
• Impact of intervention is evaluated and students who still need support are identified again.
It is intended that alongside the successful interventions and strategies used last year, we will also:
• Increase the number of 1-2-1 tuition.
• Look to purchase additional resources that will help students in and out of school.
• Purchase additional E-Readers for students to use
• Use funding for holiday schemes