Sheffield Park Academy Catch-Up Premium 2017-18 mk2 - page 3

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Eligible ‘Catch-up Premium’ pupils are withdrawn from form / curriculum time (non-core) and taught
intensively for two hours a week within a primary style provision in the Academy. This small group
setting enables trained staff (HLTAs and the SENDCO) to work with them intensively to develop their
basic reading, writing and mathematical skills.
Pupils receive this intensive intervention for one term, with a mid-point assessment taking place to
ensure that the strategies being employed are effective and to allow the teachers to adapt their
planning according to each pupil’s progress. The groups of pupils eligible are on rotation throughout
the year, with the lowest scoring (in the Academy’s formal baseline assessments) being prioritised on
the first rotation. Full schemes of work linked to the STEPs model are delivered and continually
In addition to the bespoke Bridge provision, the Lexia reading programme starts at Assessment Point
1 and pupils who are identified as being eligible for catch up funding may receive a bespoke
programme of support within the Bridge
Smaller class sizes in the lower set maths classes in year 7 also help to provide the extra support and
attention that pupils who are eligible for Catch-Up Premiummay benefit from (this equates to 4 hours
per week). This is available on a rotational basis for all those accessing the maths funding.
Early Risers
For each of the past four academic years the
Academy has worked with our local primary
schools to run an ‘Early Risers’ programme, which
enables all Y6 pupils to start Year 7 in June.
We believe that by starting their secondary
education slightly earlier, we can give every child
the best possible start and that their progress and
attainment will benefit. By getting to know the
children before the summer holidays we will be
able to ensure that they feel better supported and
happier when making the step up from Primary
In 2016, the Academy was the joint recipient of a prestigious award for our transition work following
an in-depth research project conducted by Sheffield Hallam University. The research found that pupils
who accessed ‘Early Risers’ did not regress as much over the summer holidays, made better progress
throughout Year 7 and attended better than their peers who did not benefit from early access or
extended transition arrangements. In-depth pupil and parent surveys carried out by the university
indicated increased confidence, better relationships with peers and significantly reduced anxiety
around the transition process.
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