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1803 Variance Report 2017 - 5 March 2018


School Name:

Kaikohe East School

School Number:

1021


Strategic Aim:

To have 80% of year 2-6 at or above the National Standard in writing

Annual Aim:

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

Target:

At the end of 2017 75% of the targeted pupils currently assessed as “below” will be achieving the National Standard in reading and writing.

Baseline Data:

At the beginning of 2017 we targeted 35 children who were Below the National Standard in Writing.




Actions

What did we do?

Outcomes

What happened?

Reasons for the variance

Why did it happen?

Evaluation

Where to next?

  • Target Groups were selected


  • ALL PD occurred


  • Outside Support happened


  • Reading Recovery was undertaken


  • Appraisals commenced

  • Syndicate Meetings were regular and focussed


  • Observations happened regularly

  • Most classes had target groups that were double dosed most days. At the end of the year, 10 of the 35 students were at the standard for Writing and 23 of the 35 students made progress in Reading.


  • This PD guided us through the process of initiating, teaching and reflecting on target group teaching.


  • The support we received from external support backed up our learning and gave us alternative solutions to problems we faced.


  • Two teachers completed their Reading Recovery training


  • Target group teaching was linked to appraisals


  • Syndicate meetings had a major focus on target groups


  • Observations occurred at least twice a term

  • Target groups only started in all classes in Term 3. One 15 week intervention took place in each Middle and Senior class.

  • Assessment for Reading is more defined and teacher moderation is not required

  • In Term 3 only Juniors teachers attended Karakia, this allowed Middle/Senior class teachers to commence teaching target groups without disruption and then follow up in with second teaching during the day.

  • The ALL PD allowed us to set up robust systems in terms of observations, content specific meetings and expert advice from Facilitator to support Literacy leaders

  • The ALL PD allowed us to set up robust systems in terms of observations, content specific meetings and expert advice from Facilitator to support Literacy leaders

  • The children that made the better progress were the younger of the group, the other children were mostly Year 5 and 6 and were closer to well below than below at the start of the intervention.

  • While some children didn’t accelerate as expected samples of work do show the progress made

  • Continue target groups at the beginning of the year so that more than one intervention occurs

    • Shared focus on the strategies that make the most difference in terms of progress in Writing and less focus on minor aspects that do not give the same acceleration

    • Continue to allow this time first thing every morning for undisturbed teaching time for target groups

    • We will continue to utilise these systems this year, with tracking of student progress and sharing of approaches/strategies being a focus.


    • As above, the advice we received will continue to support us next year.


    • Selection of children will be a consideration so that acceleration is more obvious over the 15 weeks


    • Focus on Teaching as Inquiry, so that all interventions involve this approach and are linked to appraisal once again as a measure of success and reflection.

    Planning for next year:

    Now that we no longer need to report against National Standards we are able to decide on how we report to whanau. Initial discussions lead to reporting on a child’s progress rather than against an expected standard.  Benchmarks will be clearly defined but differentiation will allow us to consider every child’s learning.