Literacy and Numeracy catch-up funding 2019/20


The ‘Catch-up’ premium was formally launched in March 2013 as part of the government’s commitment to providing additional funding to support Year 7 pupils who fail to reach level 4 in reading and/or maths during Key Stage 2.

Schools receive an additional premium of £500 for each ‘catch-up’ pupil. Schools are expected to use this extra funding to finance the delivery of initiatives aimed at accelerating progress and closing the identified gap. The funding is not ring-fenced, allowing schools to use the premium to finance literacy and numeracy schemes which reflect the needs of their students.

The government has committed to continuing catch-up funding for at least the duration of the current spending review and as assessing systems have changed this will match the funding that schools received in previous years.

How we used the Catch-up premium in 2018/19

In 2018/19 we had 10 pupils who benefitted from the catch-up premium, resulting in £5000 of additional funding.

Allocation of pupil premium funding

Provision Cost Impact
Lexia (All literacy catch up pupils involved)

Programme used during form period to provide intervention support in areas of literacy identified as requiring improvement

£1000 contribution towards the cost of the licence 8 pupils were involved with working on Lexia for form periods throughout the year. Of these, all of them made progress in at least 3 areas of the Lexia package. This can also be evidenced in the fact that all 8 pupils achieved their end of year aspirational target in English
Accelerated reader (All catch up pupils involved)

Programme used to develop comprehension during reading and to improve pupils reading ages

£1500 All pupils have been involved in the accelerated reader programme. Weekly tracking and testing has shown all pupils making improvements to their reading ages. All pupils have achieved their aspirational reading targets for the year and 7 have exceeded these targets.
Delivery of English progress units

These units have been delivered by the librarian during form periods in order to support pupils with increasing their levels in English

£500 7 pupils were involved with these intervention sessions at various points throughout the year. Of these they all reached their end of targets and 5 exceeded these targets.
Indirect dyslexia programme (IDL)

Selected pupils to use the programme during withdrawal sessions to improve literacy skills

£500 contribution 5 pupils who are also on the SEND register accessed the IDL programme during withdrawal sessions throughout the year. Three out of four pupils improved their standardised scores for spelling by at least 10. Two pupils worked on their reading comprehension and accuracy within these sessions and improved their standardised scores in these areas by 7.
1:1 tuition/small group support in Maths

Additional Maths support outside of lessons. Pupils withdrawn from lessons for support in key areas of Maths or taught in a small group situation

£1100 7 out of the 8 pupils from the catch up for maths achieved their end of year Maths target. 4 of these pupils exceeded their end of Year 7 target.

5 catch up pupils with SEN were involved in intervention work for maths and improved their standardised scores for Maths by between 9 and 20 points.

Pastoral intervention to support attendance and other key issues of concern £400 Average attendance amongst catch up pupils was 96.8%


How we intend to use the ‘Catch-Up’ premium in 2019-20



Provision Expected Cost
Renewal of licence: Lexia £1000 to be used during form time


Renewal of licence: Accelerated reader £1500 towards the renewal cost


Continuation of progress units in English £500 for delivery of this. To be used during form time


Indirect Dyslexia Programme (IDL) £500 to work with the SEND department in withdrawal sessions
1:1 and small group support in Maths £1100 for sessions with TA to support with Maths intervention work


Pastoral intervention £500 to work with key pupils on intervention with attendance and other social and emotional issues.



““Pupils are polite, well-mannered and respectful.”


“Teachers and pupils show mutual respect for each other.”


"Safeguarding policies and practice are highly effective."


"Pupils’ outcomes are outstanding. All groups make strong progress."