Outwood Academy Foxhills works tirelessly to ensure inclusion and equal access for all learners. A wide range of provision and intervention strategies are offered to enable all learners to engage in learning and do their best.
Our intake at KS3 is below national average and we have a significant number of students that do not meet the expected standard in Literacy and/or Numeracy at KS2. We are working to overcome these barriers for our students and have structured our curriculum, pastoral system and staffing to target key barriers such as low literacy and numeracy, learner behaviour, inclusion, emotional health well-being, cultural and educational opportunity, health and safety. We recognise that good or better teaching has a disproportionately positive impact on our disadvantaged cohort and our students from low ability attainment bands. Our Year 7 Literacy and Numeracy Catch-up Premium funding is deployed to target these barriers and raise the quality of our provision so that all students can achieve.
Outwood Academy Foxhills identify Y7 catch-up students using KS2 SATS outcomes; any child achieving less than the expected standard of 100 in English and/or Maths is entitled to catch up support with the aim of rapidly closing learning gaps. We also identify additional students using the Academy reporting system Praising stars © in October who are not making required progress in English and Maths and require some further support. In allocating this fund consideration will be given to those students who:
● Have not made the required progress in reading and/or mathematics at Key Stage 2
● Praising Stars© shows that they are currently not making the required progress
● Further psychometric assessments are carried out if further information is needed to identify if a child has SEN. This is part of the new SEND code of practice where early identification is of paramount importance. In these cases the SENDCO (Mrs Ricketts or the Inclusion Coordinator Mrs Gibb) will liaise with parents & carers as set out in the SEND Local Offer and SEND Policy.
In 2019/2020 academic year, Outwood Academy Foxhills expects to receive approximately £17,839 Y7 catch-up premium, based on the amount received last year. We have identified a total of 40 Y7 students who did not achieve the expected scaled score of 100 in maths. We identified a total of 66 Y7 students who did not achieve the expected scaled score of 100 in English reading and/or writing.
A wide range of provision and intervention strategies will be offered to enable all learners to engage in learning and do their best. In 2019/20 this funding is being used towards:
● Accelerated Reader – A global reading Programme
● Small group Lexia sessions
● Dyslexia screening
● Additional small group English
● Additional small group Maths
● Teacher training to ensure every teacher can support the development of literacy and numeracy skills
● VMG challenges
● Resources for targeted Enrichment (in reading and writing)
● 1:1 small group session to develop phonics
● A proportion of Learning Support Assistant salaries.
● Behaviour for learning program
● Numeracy Ninja’s
● Homework support club
● Lucid testing
Who can I speak to at the Academy regarding catch up interventions?
● Mrs Emma Ricketts is our SENDCO. If you have any queries regarding catch up support and your child has identified additional needs, or you think your child might have undiagnosed SEND needs then please contact Mrs Ricketts (email@example.com)
● Mrs Jade Gibb is our Inclusion co-ordinator. If you have any queries regarding catch up support then please contact Mrs Gibb (firstname.lastname@example.org)
● Mrs Jeannie Ball is the Year 7 learning manager and has an oversight on interventions happening in Year 7. Please contact Mrs Ball (email@example.com)
Impact is measured using outcomes from assessments that contribute to the Academy reporting cycle – Praising stars ©. Interventions are tracked using our literacy and numeracy catch up tracker so we can identify which strategies have been the most successful. This forms part of our trust wide evaluation process called the 4I model – information, identify, intervention, impact. Through this process we have refined the interventions we offer to ensure they have the maximum impact.
Full scrutiny is completed at the end of each Academic year. Details of impact statements for previous years can be found below.