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Organisation: Trelewis Primary School
Intervention: Catch Up® Literacy
Submitted by: Lisa Robertson
Background
Trelewis Primary School is a vibrant and inclusive learning community located in the heart of our local area, with 230 pupils currently on roll. We pride ourselves on nurturing every child’s potential, and our commitment to equity and excellence is reflected in our support for diverse learning needs. Approximately 10% of our pupils are identified as having Additional Learning Needs (ALN), and 20% are eligible for Free School Meals (eFSM), highlighting our dedication to supporting learners from a range of backgrounds.
To ensure all children have the opportunity to thrive, we have adopted Catch Up® Literacy as a key intervention strategy. This evidence-based programme has proven to be highly effective in helping learners rapidly close gaps in their reading skills and catch up with their peers. By focusing on individualised support and structured reading sessions, Catch Up® Literacy enables pupils to build confidence, improve fluency, and accelerate their progress.
The impact has been clear: learners feel more empowered and engaged, and teachers have seen measurable improvements in reading attainment.
At Trelewis Primary, we believe that every child deserves the chance to succeed and Catch Up® Literacy is helping us make that vision a reality.
Implementation
At Trelewis Primary School, we have successfully implemented Catch Up® Literacy as a targeted intervention to support learners in accelerating their reading progress.
Led by Mrs Lisa Robertson, the programme runs several times a week, ensuring that pupils receive tailored support based on their individual needs. Catch Up® Literacy is timetabled for two afternoons each week (15-minute sessions), allowing for consistent and structured delivery.
Progress is regularly communicated to parents via our school-based messaging app, keeping families informed and engaged in their child’s learning journey. Monitoring is a key part of the process: pupil progress meetings are held frequently and involve the class teacher, ALNCo, and Headteacher. These collaborative discussions ensure that the right support is provided at the right time, and that any adjustments to intervention strategies are made promptly.
The structured nature of Catch Up® Literacy, combined with strong leadership and ongoing communication, has made it a valuable part of our school’s approach to closing the attainment gap. It reflects our commitment to ensuring every child has the opportunity to succeed, regardless of their starting point.
Case Study 1 - Catch Up® Literacy
Child A started the Catch Up® Literacy Intervention in the Autumn term when she entered Year 4. She had a reading age of 7 years 2 months which showed she was 23 months behind her chronological age. Her class teacher said she lacked confidence during her Literacy sessions and would always look for teacher support. This one-to-one intervention would hopefully help build her self-esteem.
At the beginning of Catch Up she was really quiet and hesitant when having a go at building and blending unfamiliar words, always nervous about making mistakes. Throughout our sessions she has made good progress moving up through the Catch Up® levels and has enjoyed reading a variety of fiction and non-fiction books.
When child A was assessed in June her reading age had gone up to 10 years and 4 months showing an improvement of 38 months overall.
Child A has made excellent progress in her reading, showing steady improvement with every session. Although she is naturally shy and not very outspoken, her dedication and quiet determination are truly impressive. With a bit more confidence, she has the potential to shine even brighter.
Child A’s parent said “I can’t believe the difference in her, she really is shining and reaching for the stars. She now picks up a book at home and is smiling when she is reading it”.
Case Study 2 - Catch Up® Literacy
When Child B was in Year 2 he had one-to-one support in Literacy. When he moved to Year 3 he came onto the Catch Up® intervention. He had a reading age of 4 years when he was assessed in the Autumn term on the Salford reading test which shows he was 41 months behind his chronological age.
During the sessions he lacked confidence when building and blending and would need lots of encouragement and prompting to answer questions about the text he had read.
Child B has made excellent progress in his reading showing real growth despite some challenges. He can get distracted easily and sometimes lacks motivation when it comes to academics. However, his passion for sports is clear and he loves talking about this during sessions. Channelling some of that drive into his reading could help him reach even greater heights.
When the assessment was carried out in June his reading age had gone up to 7 years and 2 months showing he is 10 months behind his chronological age but making 38 months progress overall. Even though he’s closing the gap he will continue on this intervention when he goes into Year 4.
Child B’s parent said “ Thank you so much for all your help with my boy, I am beginning to see a difference with him when he’s reading at home, he actually wants to read now”.