01842 668080
Organisation: Janet Duke Primary School
Intervention: Catch Up® Numeracy
Submitted by: Mrs Harriet Phelps-Knights, Headteacher
Background
We are a happy and successful school, with clear expectations of high standards and good behaviour. Our aim is to ensure that all children are happy and enjoy school whilst progressing with their education. The school has been using Catch Up® Numeracy as part of our involvement with a research project to look at the effectiveness of Catch Up® Numeracy. We wanted to take part in the project because we have identified additional support for numeracy as a priority and the project gave us the opportunity to find out whether Catch Up® Numeracy could make a difference for our pupils.
Implementation
The Catch Up® Numeracy sessions were timetabled to take place twice each week during the mornings. The pupils were identified using a range of information as potentially being able to benefit from extra support. We made sure that parents knew about the sessions and got their permission. We used a standardised test to measure the pupils’ numeracy age before they had any Catch Up® support and again after two terms. The children improved wCatch Up®ith their number ages and in the progress that they made through the Catch Up® levels.
We had two staff trained - one of our Teaching Assistants was selected to work with the children and we also had a member of staff trained to be the Catch Up® coordinator. The coordinator was able to make sure that the TA had the necessary resources such as number lines and counters and that the TA could keep to their timetable. The coordinator did the full Catch Up® Numeracy training and was able to help with TAs’ queries. The coordinator also observed some of the sessions. This helped to make sure that the children’s sessions went well and provided evidence for the TA’s OCN accreditation.
Case Study 1 - Catch Up® Numeracy
Child T began Catch Up® in year 4 as part of the NFER Research project. She was chosen as a child working below her peers and National expectations. She is FSM but not SEN. On entering the programme, she was a level 2B (NC) and on exit, she was a 3C (making a gain of 4 points, showing accelerated progress). Child T had a good working relationship with the TA. She is now confident to undertake maths activities and is more independent in class. Over the period of the project, she made a ratio gain of 2.1250 (a Maths Age gain of 17 months).
Case Study 2 - Catch Up® Numeracy
Child L was chosen to undertake the project as he was identified as being 1/3 level (NC) below his peers and National expectations. He was a child that was making slow progress. On entering the programme, he was a 2B and on exit, he was a 3B (making accelerated progress of 6 points across the year). His ratio gain was 3.0 (a Maths Age gain of 21 months) over the period of the project. This child didn’t always show the appropriate attitude to learning at the beginning of the programme. Through the dedication and perseverance of the TA this attitude was improved, resulting in a significant impact being made.
Aims
To ensure that all children are happy and enjoy school whilst progressing with their education. To provide a happy, caring, stimulating learning environment in which each child is given the opportunity to achieve his/her full potential and take his/her place as a valued member of the school and general community.