WHAT IS CATCH UP LITERACY? ○ A structured one-to-one intervention for learners who struggle with literacy. ○ Centred on 15 minute teaching sessions

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www.catchup.org.uk CATCH UP IN SECONDARY SCHOOLS Background Introducing Ca tch Up. 2 What is Catch Up Litera cy?. 3 The 4 stages of Catch Up Li teracy4 Catch Up Literacy in sc hools5 Catch Up tr aining. 6 Catch Up Literacy in secondary schools The beginnings of Catch Up Literacy in secondary schools.7 The management of Catch Up in secondary schools..8 Review of impact (200 7-2008): quantitative data..9 Review of impact (2007- 2008): qualitative data . 11 Catch Up Literacy in sec ondary schools ΠEAL learners.14 Catch Up Literacy in secondar y schools ΠLAC learners15 Catch Up Literacy in secondary schools Πimpact on deliverers.16 Catch Up Literacy in secondary schools Πworking with parents.17 Appendices. 18

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www.catchup.org.uk Catch Up is a registered charity: 1072425 Catch Up® is a registered trademark: 2171237 INTRODUCING CATCH UP CATCH UP MISSION STATEMENT To address the problem of underachievement that has its roots in literacy and numeracy difficulties. CATCH UP is a not-for-profit charity that: offers comprehensive and integrated training and resource packages to support the management and delivery of the Catch Up interventions provides ongoing support, through the Catch Up Commun ity, for those who deliver the Catch Up interv entions to struggling learners undertakes research into the development and enha ncement of the Catch Up interventions, and into exte nding the support it provides to struggling learners

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3/22 www.catchup.org.uk WHAT IS CATCH UP LITERACY? A structured one-to-one intervention for learners who struggle with literacy Centred on 15 minute teaching sessions delivered twice a week Targeted to the needs of the i ndividual (personalised learning) Addresses all aspects of the reading process: word recognition and language comprehension Complements the Primary and Secondary National Strategies Grounded in rigorous academic research and proven in schools Realistic, practical and very inexpensive Available as an integrated training and resource package Available in English and Welsh medium (Llythrennedd Dyfal Donc)

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4/22 www.catchup.org.uk THE 4 STAGES OF CATCH UP LITERACY 1. Formative assessments Used to set targets and to identify the appropriate starting point for teaching. 2. Selecting an appropriate book for the learner to read Catch Up has graded more than 5000 books into 12 gradually increasing levels of difficulty, to enable teaching st aff to select books that the individual struggling reader can read with a high degree of success; the interactive Booklist of fiction and non fiction books from both reading schemes and non schemes is available on the Catch Up website for all trainees. 3. Individual teaching session A 15 minute structured session, delivered twice a week: Prepared reading (3 minutes), to enable the learner to concentrate on reading for meaning Independent reading (6 minutes), an opportunity for the learner to read and the reading to be diagnosed by the adult Linked writing (6 minutes), to enable the learner to benefit from the reciprocal gains of reading and spelling 4. Ongoing monitoring To track the learner™s needs and progress

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5/22 www.catchup.org.uk CATCH UP LITERACY IN SCHOOLS Catch Up Literacy was originally deve loped, in 1998, for children in primary schools. It is currently used by more than 4000 schools and has been implemented in clusters of schools by more than 60 Local Authorities (LAs) across England and Wales (see appendix 1) We estimate that almost 120, 000 struggling readers have benefited (see appendix 2) Standardised data has shown that 8, 763 struggling readers in primary schools (aged 6 Π11 years) from more than 23 LAs (2001-07) made average Reading Age gains of 18.76 months after an average 7.9 months of Catch Up Literacy intervention (a ratio gain of approximately 2.37)

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6/22 www.catchup.org.uk CATCH UP TRAINING All of the guidance necessary to deliver Catch Up Literacy is provided as part of the integrated training and resource package: L1: INTRODUCING CATCH UP LITERACY A 90 minute information session which gives an overview of Catch Up Literacy and its implementation and management in school for local authority advisers, members of school Senior Management Teams and the member of staff who will manage Catch Up Literacy in school. L2: DELIVERING CATCH UP LITERACY Three half days of training for staff who will deliver Catch Up Literacy to struggling readers and for the me mber of staff who will manage Catch Up Literacy in school. L3: MANAGING CATCH UP LITERACY A 90 minute training session for the member of staff who will manage Catch Up Literacy in school. L4: REVIEW AND NEXT STEPS A one day course held approximately six months after L2, that reviews the delivery of Catch Up Literacy and gives further guidance for those who have completed L2 and are exper ienced in delivering Catch Up Literacy. The Catch Up training is Open Co llege Network (OCN) accredited and National Training Awards (NTA) award winning (2002, 2003, 2007) The training is delivered by 21 Catch Up Approved Trainers (CUATs) Œ trainers who have successfully completed Catch Up™s rigorous ‚training the trainer™ programme CUATs have trained more than 8000 teachers and teaching assistants

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8/22 www.catchup.org.uk THE MANAGEMENT OF CATCH UP IN SECONDARY SCHOOLS Research shows that Catch Up ma kes the biggest difference when it is managed in school effectively (for example, when it is properly timetabled and when it is supported both by teac hers and by the senior management team) Accordingly, Catch Up provides comprehensive training and support to help schools implement and manage Catch Up Literacy effectively The Catch Up Coordinator action pl an provides the structure for this management training:

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9/22 www.catchup.org.uk REVIEW OF IMPACT (2007-2008): QUANTITATIVE DATA DATA SOURCES Data about the success of learners using Catch Up gathered from each L4 (Review and Next Steps) session Standardised Reading Age data (pre- and post-intervention) for 427 learners (60% in Year 7, 27% in Year 8, 13 % in Years 9 Π11) received from 28 secondary schools, across 19 local authorities (questionnaires received, June 2008) Additional quantitative data from 20 additional schools (making a total of 48 schools across 21 local authorities) (questionnaires received, June 2008) SUMMARY Standardised data showed that 427 struggl ing readers (in Years 7 to 10) in 28 secondary schools across 19 local authorities in England and Wales made average Reading Age gains of more than 16.71 months after an average 8.3 months of Catch Up Literacy intervention (an average ratio gain of 2.01). Most learners received 8 or 9 months of intervention (range from 1 to 21 months) Percentages of secondary school learners making gains or losses Losses 7%Zero gain 3%1 to 7 months gain 15% 8 to 15 months gain 22%16 to 23 months gain 27% 24 months or more gain 26%

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10/22 www.catchup.org.uk Analysis shows that Catch Up is equally successful across all the year groups represented in the data (Years 7 Œ 11), irrespective of their Chronological Age or starting Reading Age The 7 standardised tests used (ACCESS, AWRT, Blackwell, GRT, NFER, Salford, Suffolk) showed broadly similar results Of 37 schools who answered the ques tion about timetabling, 28 (76%) reported that they believed they had been able to timetable Catch Up effectively Of 37 schools who answered the relevant question, 28 (76%) delivered Catch Up Literacy in two fifteen minute sessions a week. The remaining 9 schools withdrew the learners from a complete class period (in these schools, Catch Up was part of a range of activities including: e.g., ‚Success Maker™ and ‚Lexia™) Schools reported that (t o attend their Catch Up Literacy sessions) learners were withdrawn from a range of subjec ts (including Humanities, English, MFL, PSHE). Some schools operated a rolling timetable so that learners were withdrawn from a variety of s ubjects across the term. Where schools found timetabling difficult this was usually because of staff or room availability, or because of conflicting demands (such as exams or extra curricula support). In other schools, Catc h Up was delivered either before or after the school day. Schools also reported that while very few learners were reluctant to attend their Catch Up sessions, some teachers were negative about learners being withdrawn from their classes. NB. 1) Where test scores were lower t han the test™s minimum measurable score or greater than the test™s maximum measurable score, one month was subtracted or added accordingly (bas ed on advice from Greg Brooks) 2) Some schools tested learners at t he beginning and end of the school year, which didn™t necessarily reflect the period of intervention. No adjustments have been made to the affected gains/losses

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11/22 www.catchup.org.uk REVIEW OF IMPACT (2007-2008): QUALITATIVE DATA DATA SOURCES Verbal and written feedba ck about the success of learners using Catch Up gathered at each L4 (Review and Next Steps) session (see appendices 3 and 4) Questionnaires received June 2008 giving information about 505 learners, received from 48 secondary schools, across 21 local authorities (see case studies in appendix 4) Verbal and written feedback from Loc al Authorities who have organised Catch Up training SUMMARY 1. Improvements in attitude/confidence/self esteem Learners™ increase in confidence about reading is the most striking and most frequently reported impact. There is a shift from a negative, i ndifferent and even fican™t dofl or fiwon™t dofl attitude towards fiwanting to readfl. Time and time again teachers talk of changes in body language, of learners who smile and who are eager to come to sessions, frequently ask when their next session is going to be and are anxious to check out that they haven™t missed a session! This increase in motivation also has a wider impact on the learners™ engagement in learning across the curriculum. They become more confident learners and are more willi ng to participate in other lessons, more willing to answer questions and are much happier about reading aloud in class. 2. Improvements in the range of stra tegies employed by struggling readers Students learned a greater range of strategies to use when reading. In particular, they learned to: self-correct; blend phonemes to read words; go back to the start of a sentence to make sense of a specific word; observe

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