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1410 Annual Goals Progress Report - 29 October 2014

29 October 2014

Annual Goals 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.


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

Update - 6 August

Update - 29 October

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.

  • Pd has occurred only once this term and it made teachers query the use and value of eAstle Writing tool, more discussion and thinking about  this needs to occur.

  • Assessment was a focus at our recent two October school holiday call back days, teachers learning more about the eAstle tool and what the next  steps are for children

  • Debbie and Vera have had two sessions with Literacy Leaders to develop their ability to provide support and leadership throughout the school

  • Grouping for all classes has happened as a result of recent writing samples taken

  • The Writing Book resource was shared with staff and it is likely that all teachers will eventually get their own copy as most were very keen to use the ideas from the book to improve their writers.

  • Teachers have started videoing themselves and making self reflections about their practise, some of these video clips of teachers teaching writing were shared at a staff meeting.

  • This term we will be encouraging all teachers to complete their first video and do a second one later in the term to see if they notice a difference in their teaching etc

  • 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.

  • Vera and Debbie met with teachers two at a time and went over their assessment samples. While most of us were consistent in our assessment both Vera and debbie thought we were a bit tough in our marking. Hence the results might take a big jump this year but some of that will be due to changes to our assessment procedures.

  • Debbie and Vera spent time during the morning of Call back days to look at about 6 writing samples from each class,they then joined us and we had robust discussions around what made a piece of writing  a particular  level and what were the next steps for that child.

  • Teachers found this session very interesting and helped clarify previous wonderings about using the eAstle Writing tool.

  • 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

  • 9 - 11 remains the literacy block

  • 9-11 remains the literacy block

  • 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.

  • We need to swap the MacMillan CDs we purchased from Australia as they are unsuitable for our needs. We might go back to old-fashioned books!

  • Classes continue to carry out  spelling using these lists

  • 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

  • All classes have term2 writing data entered on e-asTTle rather than eTap.

  • e-asTTle allows us to produce charts, graphs and spreadsheets that will make it easier to analyse children’s writing at the individual, group, class or whole school level. Our next step is to ensure this information is being used to drive teaching.

  • Following the recent assessments and discussions with Vera and Debbie we found that the  biggest focus for most children was “ideas”

  • Debbie and Vera showed links from eAstle that would support classroom programmes to develop the concept “ideas/o=cab” in children’s writing

  • 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.

  • Class descriptions will identify the target group, its areas of need and what the class teacher intends to do about it. This will become part of the walkthrough / books check / appraisal round.

  • e-asTTle allows the literacy team to isolate any group and analyse the pupils assessment down to definite aspects e.g.punctuation.

  • All classes will develop a  generic class description for Term 4 which identifies priority learners and teacher next steps for them.

  • The group targeted by Senior Management really hasn’t worked as well as hoped but we need to re-focus and work harder to ensure these groups are discussed and supported

  • 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.

  • The literacy team are setting up a display in the staffroom of station activities suitable for the literacy block and what aspect of literacy they expect to target.

  • Classes have been helped to set up a class blog to publish children’s work on.

  • the number of teachers using CRT to walk through and observe other classes in the school has increased. Some teachers are also visiting other schools.

  • Visiting Christchurch Schools  next week will give us more ideas and motivation

  • The Writing Book has certainly helped with sharing ideas and motivating teachers to do more/better/improve their classroom programmes

  • Syndicates continue to discuss and share at meetings

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