Year 7 Catch Up Funding
Year 7 Catch up Funding 2020-21
We have eleven pupils who did not make expected progress at the end of year six in
line with their mainstream peers.
All of the students are having specific support in key areas;
• Use of communication systems including PECS.
• Direct support to manage their behaviours to maximise learning.
• Access to specific therapies to support their engagement with learning
(sensory integration, hydrotherapy, rebound therapy, mental well-being and intensive interaction).
• Specific targeted work on literacy (phonics, reading & writing) and numeracy.
• Additional staff time to support individual programmes.
• Direct support for self-help & independence skills around personal care, toileting and engaging
in learning with increasing independence.
• Five of the students are new to Hilltop school and will need a carefully planned gradual transition
and baselining of skills.
We have eleven pupils who did not make expected progress at the end of year six in
line with their mainstream peers.
All of the students are having specific support in key areas;
• Use of communication systems including PECS.
• Direct support to manage their behaviours to maximise learning.
• Access to specific therapies to support their engagement with learning
(sensory integration, hydrotherapy, rebound therapy, mental well-being and intensive interaction).
• Specific targeted work on literacy (phonics, reading & writing) and numeracy.
• Additional staff time to support individual programmes.
• Direct support for self-help & independence skills around personal care, toileting and engaging
in learning with increasing independence.
• Five of the students are new to Hilltop school and will need a carefully planned gradual transition
and baselining of skills.
Year 7 Catch Up Funding 2019-20
We have seven pupils who did not make expected progress at the end of year six in line with
their mainstream peers.
All of the students are in two classes this year and they are having specific support in key areas;
• Use of communication systems including PECS.
• Direct support to manage their behaviours to maximise learning.
• Access to specific therapies to support their engagement with learning
(sensory integration, hydrotherapy, rebound and intensive interaction).
• Specific targeted work on literacy (phonics, reading & writing) and numeracy.
Additional staff time to support individual programmes
We have seven pupils who did not make expected progress at the end of year six in line with
their mainstream peers.
All of the students are in two classes this year and they are having specific support in key areas;
• Use of communication systems including PECS.
• Direct support to manage their behaviours to maximise learning.
• Access to specific therapies to support their engagement with learning
(sensory integration, hydrotherapy, rebound and intensive interaction).
• Specific targeted work on literacy (phonics, reading & writing) and numeracy.
Additional staff time to support individual programmes
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
