Catch up Funding
Copleston High School receives funding to support students with low prior attainment at Key Stage 2. This funding was targeted at students who achieved a standardised score of below 95 in English and/or Mathematics in their Key Stage 2 assessment tests. A standardised score of 100 is the expected achievement in these tests. The funding is being used with students for whom this applies in English and Mathematics.
At Copleston High School we continue to track, monitor and support the progress of the students for whom the funding applied throughout their journey in the Main School up to GCSE with appropriate interventions being put in place to help students achieve their best possible outcomes.
Catch up Actions
Actions being taken in Literacy and Numeracy can be found under the headings below:
|
Provision |
Brief description |
Impact |
|
Numeracy Form Activities |
As a part of the school’s drive to improve our Numeracy skills across the school, we have designed a range of activities for students to do during form time. Please see an example of some of the activities on our Pastoral Page. |
Students have a Numeracy focus at the beginning of the day to encourage a positive attitude to behaviour for learning for the day ahead. |
|
GOALs (Gaining and opportunity to Accelerate Literacy) Curriculum |
Students who achieved a score of below 95 in Key Stage 2 are entered into the GOALs curriculum in lieu of a Modern Foreign Language. This curriculum is taught by English teachers to deliver a bespoke curriculum to enhance the skills needed to succeed in English and accelerate the progress of these students across the curriculum. |
Students’ confidence increase as they receive the support that they need to thrive and access all areas of the curriculum. Progress data shows that students following the GOALS curriculum make good progress. |
|
Accelerated Reader |
This is a highly successful intervention designed to support weak or reluctant readers and improve reading ages. Students read books that are appropriate to their level and complete quizzes to test their comprehension. |
Students are supported in their reading and empowered to read books that they can access. Effective reading skills are promoted and students’ reading ages improve. |
|
Literacy Intervention forms (year 7 and 8) |
Led by English teachers, the intervention forms begin at 8:20 and give students an opportunity to immerse themselves in the Accelerated Reader programme. Students are recommended by the English department staff and through termly reviews of English assessment data. |
Students receive bespoke support for their reading and are given the time to build their skills. |
|
Literacy Intervention forms (year 9 and 10) |
Led by English teachers, the intervention forms begin at 8:20 and give students an opportunity to work on skills that will help them achieve across the school. Students work on reading and writing tasks that are designed to make them more independent and confident. Students are recommended by the English department staff and through termly reviews of English assessment data. |
Students receive intensive support to accelerate their progress in English and other subjects. Students see the improvement and in other subjects. |