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1406 Annual Goal Progress Report - 4 June 2014

Annual Goal Progress Report


Annual Goal for 2014: To improve the percentage of pupils working at and above the National Standards at years 4 and 5 in Written Language.


Rationale


The 2013 National Standards Report  told us:

  • 81% of year 4 pupils are either “below” or “well below” expectations.

  • 82% of year 5 pupils are either “below” or “well below” expectations.

  • More boys than girls are “below” or “well below” (74% compared to 55%) particularly in the “well below” category..

  • In 2013 years 4 and 5 fared worse than other year levels. This is the same trend as we found in 2012.

2014 Measurable Target

  • The percentage of year 4 and 5 pupils assessed as “below” or “well below” will drop to 60% or less by the end of the year.



Actions (what we will do)

What we have done so far - 4 June

Outcomes (what we expect to happen)

  • School wide PLD will be provided by Auckland University

  • Walk-throughs will focus on :

    • Modelling books

    • WALTS understood?

    • Books should show progress over the year.

    • Justified grouping takes place

    • Assessment is consistent and reflected in books

  • PLD has begun with staff meetings with Debbie and Vera at call back day in January, observations and feedback in April as well as discussions with senior management around the data collected from assessment. In May, a further staff meeting on using e-asTTle for collating data.

  • Walkthroughs by Chicky, Graeme and Debbie are taken at least fortnightly. In most cases what we have seen has been at or above expectations.

  • Walk-throughs will show an improvement in teachers’ pedagogy.

  • Assessment will be moderated

  • Syndicates had meetings where writing samples were moderated

  • Debbie is to hold PD in May on how to put results on e-asTTle and use the data to inform teaching.

  • All teachers will assess similar work at a similar level.

  • The school timetable will be adjusted so the 9 – 11 am slot is literacy school wide

  • 9 - 11 is the literacy block in all classes

  • Writing will be taken on a daily basis when appropriate

  • A school-wide spelling programme will be implemented.

  • All classes base their programme on the essential lists. Once above that we are setting up MacMillian programme.

  • Spelling will be taken consistently and in a manner that allows children to move from class to class without changing routines.

  • eTap results will be more closely analysed to determine exactly what aspect of writing is hampering achievement (e.g. punctuation, impact, spelling?) and activities to focus on them will be sourced and shared.

  • This is being covered in Debbie’s PD

  • At Special Care Hui we also discuss data/groups/individuals

  • We will improve pupil achievement in the areas of weakness

  • Each class will have a target group whose progress will be monitored.

  • Class teachers have identified a target group.

  • When books are viewed, the children in these groups will be a focus.

  • Senior management have also identified a group who are at risk and whose progress will be monitored.

  • The target group will make accelerated progress.

  • Teachers will share ideas for motivating writers such as topic choice, presentation or incentives.

  • PD sessions begin with a sharing time.

  • Staff are encouraged to walk through other classes during their CRT days. This has been more noticeable this term.

  • A google doc is being set up so teachers can post successful station activities that can be shared by other staff.

  • Term topics have been widened so there is more variety on how it can be approached and to allow child input into the foci, the provocations and activities.

  • Rebecca and Jo from Bromley visited the school for two days and gave us feedback and suggestions regarding their approach to learning and the importance of pupil input.

  • Becs and Natalie will be presenting to the staff next week in their classroom to show their new learning following the Reggio Conference they recently attended.

  • Children, particularly the boys, will be more motivated to write