In 2019/20, students who did not meet the expected standard in reading at Key Stage 2 were identified for literacy catch up intervention. The following research-based interventions and enrichment opportunities were implemented for the appropriate students in Year 7:


  • One to one Catch Up Literacy reading interventions, led by teaching assistants, to assess and develop students’ command of phonics and word recognition.

  • Enrolment onto Lexia Reading, a personalised tool that enables students to further develop essential sound recognition, spelling and grammar skills.

  • Tracked personal reading through the Accelerated Reader programme, which manages independent reading and promotes reading for pleasure.

  • Increased pupil-teacher time through small group withdrawal guided reading sessions led by a qualified teacher or higher level teaching assistant.

  • Involvement in whole-school literacy initiatives such as ‘Word of the Week’ as part of the tutor time literacy programme.

  • Access to external support via the Young Writers’ City writing project to enrich the English curriculum and provide extracurricular opportunities in creative fields.


Impact was measured through a range of reading assessments, as well as through the school’s Key Assessment programme. Reading assessment outcomes in June 2020 indicated that the group benefiting from reading interventions progressed at a greater rate than students of similar ability nationwide. 


Students identified for literacy catch up in 2019/20 will benefit from the continuation of these interventions. 



Students were identified for numeracy catch up in 2019/20 if they had not met expected standard in maths at KS2. A range of research-based numeracy interventions were implemented for these students, including:


  • Diagnostic testing using the PiXL arithmetic test to ensure that planning targets individual students areas of weakness.

  • Close analysis of the ‘cold’ topic tests of identified students to inform classroom teaching.

  • Increased pupil/teacher time through small group withdrawal sessions focused on basic skills.  These are led by a qualified teacher or teaching assistant.

  • Maths homework being made available, with identified students monitored for completion and attendance.    

  • An after school mathematics club to support students with their homework, increase motivation and to reduce maths anxiety.

  • Regular use of the PiXL Times Table APP.


Impact was measured half termly, both through the department’s internal assessments and the school’s Key Assessment programme.

Students identified for numeracy catch up 2020-2021 will benefit from the continuation of these interventions.

Due to Covid-19 catch up finding further interventions will be identified that go beyond Literacy and Numeracy in 2021.