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1308 Strategic Goal Progress Report - Mathematics - 14 August 2013

Focus:             Mathematics


Strategic Aim: To create a community of learners with high academic achievement in mathematics

                       To create a community of Maori learners with high academic achievement in mathematics


Annual Aim for 2013: To improve the percentage of pupils working above the National Standards at years 2, 4 and 6.


The 2012 end of year data told us:

·       We looked at the maths data and noted that many pupils were well below expectations and 63 pupils (36%) were “below”.

·       Well below is recognised as two years behind.

·       14 of the 16 pupils well below were boys.

·       The biggest group well below were 2012 year 5 pupils (i.e. 2013 year 6) with 25 of these pupils (70%) below or well below.

·       There are no ORRS funded pupils in year 5.

·       There are no pupils in the bi-lingual unit at stage 6.


Measurable Targets: Move some of our pupils from “at” to “above”  the “above National Standards” category.

·       Of the year 6 pupils assessed as “well below” at the beginning of 2013, half will be moved to the “below” or “at” category.

·       Of the pupils assessed as “below”, half will move to the “at” or “above” category.

·       Children in the te Korowai o Te Aroha will move at a greater rate than pupils in the general classes.

Results from JAM and GLOSS from early term 2


Well below




We have already moved most of the year 6 “well below” pupils to “below”. We are on track to have at least half of our year 6 pupils “at” or “above” The National Standards for years 4 and 6 are for the end of 2013. This Gloss and JAM data was collected early in term 2, less than half way through the year. Early indications from term3 tests show that pupils have made progress towards the goals.

End of 2ndyear












Year 6











Actions (what we hoped to do by the end of the year.)

Outcomes (what differences we expect to see by end of year)

What’s happened so far.

·       Identify the pupils who we are going to target and inform class teachers.

·       Target group will show accelerated progress

·       Teacher knowledge will improve

·       Other children in the class will benefit

·       Feedback and feed forward to staff will be effective in improving reading pedagogy

·       Data will inform next steps

·       Maths will be taken at least 5 days per week

·       Modelling books will reflect teaching programme

·       A group of children in the “well below” category were identified. Donna worked with the teachers of these children and observed and modelled in the rooms.

·       Carefully analyse gloss, JAM or NUMPA records to see exactly what specific areas / concepts need working on

·       JAM and GLOSS (rather than the time-consuming NUMPA) were taken in terms 1 and 2 and this will continue.

·       Results were analysed by classroom teachers and a whole school picture was developed at a staff meeting.

·       Regularly monitor the pupils’ progress and the planning and implementation of the programme.

·       Walkthroughs will focus on target group

·       Pupil progress has been monitored and analysed by comparing term 1 and 2 data.

·       Call on Donna to provide professional development in the areas of need.

·       Teachers planning and programmes will be explicit

·       Children will show accelerated progress

·       So far Donna has provided excellent PD at staff meetings and a syndicate meeting. The topics of this PD have been determined by looking at the areas of weakness identified by JAM and GLOSS such as fractions and place value.

·       Donna and Elaine did walkthroughs through every room while maths was being taken and feedback was given to the teachers. Observations will be collated by the numeracy team to identify any school-wide areas of concern.

·       11 of our 14 teaching staff attended the maths symposium in Whangarei during the last holidays. Some good ideas were brought back and implemented.

·       See if we can get a replacement for Sonia trained in ALIM

·       Selected children will receive extra tuition

·       Teacher pedagogy will improve

·       We were unable to get another teacher trained in ALIM however we will continue trying.

·       We did however, employ a support staff who has worked with six of the (mainly) year 6 pupils who had been identified and Kaz (our SENCO) worked with a group of identified pupils in room 4.

·       Resources will be purchased to compliment classroom programmes

·       Class programmes will be relevant to children’s needs and all resources required will be available

·       While Number will make up 80% of the term overview for Maths other strands will be covered in 2-3 week blocks rather than once per week.

·       As at mid July $3400 of the $6000 had been spent on maths resources.

·       Effective use of ICT

·       Stevie has purchased or downloaded several iPad apps related to maths and the maths group continue to keep the staff informed of worthwhile sites and software as it becomes available.