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2002 Variance Report 2019 - 24 February 2020

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24 February 2020


Analysis of Variance 2019


School Name: 

Kaikohe East School

School Number: 

1021


Strategic Aim:

To have 80% of year 2-6 at or above expectation in writing

To have 80% of year 2-6 at or above expectation in maths

Annual Aim: 

To improve the literacy level, particularly in writing for children identified as “below”.

To improve the numeracy level, particularly in problem solving 

Target: 

At the end of 2019: 

Year 1-2 target students will make progress in regard to 6 Year net data collected at 6 month intervals. 

Year 3-4 target groups for writing and maths will have progressed from beginning of Curriculum Level 2 to the end of Level 2

Year 5 and 6 target groups in Writing will have progressed from the end of Level 2 to the end of Level 3

Baseline Data

Writing

5% of Year 2’s at Level 1 (19% at expectation)

25% of Year 4’s at Level 2 (42% at expectation)

18% of Year 6’s at Level 3 (44% at expectation)

Maths

64% of Year 2’s at Level 1

20% of Year 4’s at Level 2

41% of Year 6’s at Level 3


Outcomes

What happened?

Reasons for the variance

Why did it happen?

Evaluation

Where to next?

Year 1 & 2

100% of Year 1’s at expectation in Writing and 98% Year 1’s at expectation in Maths

43% of Year 2’s at expectation in Writing and 100% Year 2’s at expectation in Maths


Year 3 & 4

Maths

62% of Year 3’s at expectation in Maths

95% of Year 4’s at expectation in Maths


Writing 

51% of Year 3’s at expectation in Writing

83% of Year 4’s at expectation in Writing 


Year 5 & 6

Maths,

76% of Year 5’s at expectation in Maths

81% of Year 6’s at expectation in Maths


Writing, 

64% of Year 5’s at expectation in Writing

57% of Year 6’s at expectation in Writing 

We followed our plan consisting of:

  • professional conversations and collaboration

  • experts visiting and challenging our thinking and practice

  • clarification, conversations and more understanding around levels and stages in maths/writing 

  • co-teaching

  • regular observations to provide feedback and feedforward

  • providing more support for beginning teachers

  • team teaching approach in Juniors

  • smaller classes for Juniors in particular

  • Syndicate Meetings focused around building teacher knowledge and capability


We will continue to learn about transition points for Maths and Writing and be sure that children are learning at the appropriate level/stage and that teachers are familiar with level/stage strategies/knowledge  


Senior Leaders will continue to focus on and discuss Maths/Writing at Syndicate level and monitor planning and programmes.


We will initiate the RBL PLD and observe teachers in relation to their discursive practices and their relationships with the students. 



 

 


Planning for next year: 

We are going to offer another team teaching opportunity in the Middle Syndicate, teaming an experienced teacher with a beginning teacher, the New Entrant class will continue to team teach, pld within Te Arahura will continue with a Maths/Writing focus, maths pld with Cognition facilitators, the leadership team will continue to focus at SLT and Syndicate level programmes, planning, target groups, collaboration and guidance. Any opportunity to share best practice and learn from each other will be a priority.  Appropriate resourcing will support this.