Year 7 Catch Up Funding
Year 7 Catch up Funding 2018-19
All of the three students have not made expected progress in line with their mainstream peers.
They are more academically able than many students at Hilltop and present as having severe learning needs.
They are accessing printed word/symbols and making choices well.
They have high levels of staff support to support their progress and access to education.
One has an individual and personalised programme to support their continued positive behaviours
to maximise their learning.
We are planning support in class with additional staffing for 1:1 literacy work around reading and writing skills. They also have specific support to engage them in maths activities and use of Numicon equipment to build up skills around number recognition.
All of the three students have not made expected progress in line with their mainstream peers.
They are more academically able than many students at Hilltop and present as having severe learning needs.
They are accessing printed word/symbols and making choices well.
They have high levels of staff support to support their progress and access to education.
One has an individual and personalised programme to support their continued positive behaviours
to maximise their learning.
We are planning support in class with additional staffing for 1:1 literacy work around reading and writing skills. They also have specific support to engage them in maths activities and use of Numicon equipment to build up skills around number recognition.
Review of Year 7 Catch up Funding 2017-18
We had 3 students in Year 7 who were eligible for catch up funding.
One student has had significant illness and has been in hospital.
The funding was used to support his transport into school – purchase of ‘ambulance’ trolley to support his access
to school at £7,000.
The other two students have not made expected progress and are more academically able.
They are accessing printed word/symbols and made a range of choices well.
They have had high levels of staff support to support their progress and access to education.
Both had individual and personalised programmes to support their continued positive behaviours to
maximise their learning.
There has been support in class with additional staffing for 1:1 literacy work around reading and writing skills.
They also have had specific support to engage them in maths activities and purchase of new
Numicon equipment to buildup skills around number recognition and number bonds.
Part of the funding has also included access to development opportunities like after school clubs which support
home/school learning and programmes.
We had 3 students in Year 7 who were eligible for catch up funding.
One student has had significant illness and has been in hospital.
The funding was used to support his transport into school – purchase of ‘ambulance’ trolley to support his access
to school at £7,000.
The other two students have not made expected progress and are more academically able.
They are accessing printed word/symbols and made a range of choices well.
They have had high levels of staff support to support their progress and access to education.
Both had individual and personalised programmes to support their continued positive behaviours to
maximise their learning.
There has been support in class with additional staffing for 1:1 literacy work around reading and writing skills.
They also have had specific support to engage them in maths activities and purchase of new
Numicon equipment to buildup skills around number recognition and number bonds.
Part of the funding has also included access to development opportunities like after school clubs which support
home/school learning and programmes.
Funding 2016-17
There was three pupils for the academic year 16-17 and there was no significant difference
between them and other students.
The money was used for 1:1 focussed work around Maths and English with additional support to be
‘ready to learn’ for one of the students.
They all made expected progress at least in the academic year 16-17
There was three pupils for the academic year 16-17 and there was no significant difference
between them and other students.
The money was used for 1:1 focussed work around Maths and English with additional support to be
‘ready to learn’ for one of the students.
They all made expected progress at least in the academic year 16-17
