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1606 Strategic Goals Progress Report - 1 June 2016

1 June 2016


Strategic Goals Progress Report


Goals for 2016

Goal One


Improve the literacy level, particularly in writing, for boys.


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

  • Annual Goal 1. To improve the literacy level, particularly in boys, for writing.

  • Measurable Target:    At the end of 2016 the percentage of boys assessed at below or well below in written language will be less than 60% for each year level.


Actions (what we will do)

Outcomes (what we expect to happen)

Progress Report 1 June 2016

  • Syndicate Meetings will be focussed and embed effective literacy practice through meaningful modelling, discussions, readings

  • Literacy Leaders will have a portion of each fortnightly Syndicate Meeting to embed effective Literacy pedagogy

  • Shared understanding about Literacy as a means to access all Curriculum areas.

  • Minutes shared and monitored to ensure that meetings has a major Literacy focus

  • Spiral of Inquiry template (is an evaluative tool) will be used to support Syndicate discussion and Literacy Leaders development and work-Teachers planning their next steps having gone through the evaluation process

  • More time is spent during all syndicate meetings to improve teacher knowledge and practice.

  • Beginning to integrate other areas into literacy through reading and writing.

  • Minutes are shared and discussed at Senior Staff Hui

  • Practise Analysis Conversation (PAC) will focus on :

    • teacher and student teaching and learning needs as discussed through the Practice analysis process.

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

  • Shared ownership of change will occur

  • Teachers will be more aware of how to implement accelerated learning in writing


  • Still some gaps in teacher knowledge in literacy which is shown during walkthroughs.  Teacher are acknowledging their weaknesses and working to improve these through planning, professional readings, discussions with other teachers and specialist teachers such as RT lit, Reading recovery tutor.

  • Share ALL strategies and include as a regular staff meeting item

  • Any pertinent professional reading from ALL will be discussed at staff meetings as appropriate

  • Assessment will be moderated as a syndicate aligning with the assessment timetable.

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

  • Ensures that school-wide data will be accurate and complete(moderation)

  • All writing assessments are moderated as a syndicate and by syndicate leaders before any results are entered to ensure assessments are accurate.

  • Whole school moderation will occur too.

  • e-asTTle 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.

  • We will improve pupil achievement in the areas of weakness

  • Documents such as ELP and LLP will be used to strengthen decisions.

  • Modelling will not be whole class and teachers will organise literacy activities linked to student needs.

  • We will analyse samples as a syndicate and look at next steps.

  • Literacy learning progressions and Effective Literacy Practice are being unpacked and all planning is being linked to these.

  • Some teachers share samples and next steps with each child.

  • The literacy progressions will be unpacked and used in planning.

  • staff will have a more consistent  understanding of what constitutes levels 1,2 and 3 in writing

  • progressions will become an integral part of the planning / assessment cycle

  • pupils will also be aware of the literacy progressions and where they sit and what is their next step.

  • Teacher knowledge will improve and be part of Staff /Syndicate and Senior Staff meetings

  • Junior focus at the moment is on reading and unpacking the progressions for years 1-3 in reading. This is going to be the focus of Junior syndicate meetings over the next term.

  • Middle and Senior Syndicates are using literacy progressions at meetings and in planning to ensure deliberate next steps

  • ALL will be implemented.

    • not only boys will be targeted but teachers will be asked to select groups of children who can make progress and it is envisaged that many of these will be boys.

    • groups of about 6 will be tutored every morning for 35 minutes by a trained ALL teacher.

  • One staff member to undergo ALL training and take groups of 6 for 15 weeks at a time

  • To ensure sustainability, at the end of this period we will decide how best to spread any improved pedagogy and planning to other classes and/or levels

  • The target groups will make accelerated progress.

  • The strategies used in ALL will be carried over and influence normal classroom practice.

  • Graeme has started working with a group of 5 students each day.

  • 4 of the 5 pupils are boys.

  • Stevie, Graeme and Vera have analysed progress of teaching and learning so far.

  • It appears at this early stage that progress of most of the group is accelerated.

  • Chicky, Graeme and Stevie have attended ALL cluster meetings in Waitangi and here at KES. The next is due next week.

  • Stevie and Chicky attendeed the ALL introduction day in Auckland.

  • Focus on boy’s writing data

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

  • Teachers will use a variety of approaches to motivate writers e.g quick writes (The Writing Book), daily 5.

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

  • Boy’s will see value in writing

  • Choice of topics will be flexible

  • There is a link for junior boys between reading and writing

  • Smaller chunks of skills are taught and practised during teaching sessions as opposed to whole pieces of writing.  

  • Effort and thought is given when provided writing prompts and making it broad enough so that boys can write about things that interest them.

  • Closer link to reading from writing

  • Less time may be needed on motivating writing

  • Reading texts will sometimes be used to exemplify aspects of writing.

  • New planning templates have been trialed which link reading and writing.

  • Most teachers are finding and using texts that link to writing big ideas and genre.

  • Planning for writing includes assessment analysis to inform learning intentions.

  • We will improve pupil achievement in the areas of weakness   

  • Areas of strength will also be used to lift children’s writing

  • Much more syndicate time is spent on discussing analysis of children’s writing and their next steps

  • Moderation will happen at Syndicate level and school wide as appropriate

  • Next steps will be more accurate

  • Teachers will bring samples of Literacy to meetings from their class target groups. Connections and comparisons using the rubric will be made and discussions about what you have noticed, what is working and so what? will occur

  • Moderation is yet to take place, planned for next week

  • Principal and the SIT (Supplementary inquiry team) will be involved and will oversee school-wide picture

  • The SIT will consist of the principal, syndicate leaders, literacy leader and the ALL teacher.

  • Principal will attend one Syndicate hui at a time and also visit classrooms to interview students, boys in particular and ask things such as - show me your learning, what do you like about writing, what do you find hard?

  • We will have a clearer school-wide picture, particularly around boys writing engagement.

  • Using student voice to to enhance and support classroom programmes.

  • Resources such as funding and PD will be allocated appropriately

  • A schoolwide picture will be developed ensuring student voice is valued, shared and used appropriately to make change if required.

  • Early stages of developing these ideas

  • Around six year 3-4 pupils will be referred to RTLit

  • RTLB will provide help by supplying Rainbow Reading and Lexia programmes.

  • While RTLit, Rainbow Reading and Lexia  focus is on Reading, there should be improvements in writing as well.

  • Children chosen for these interventions will all be well below the National Standard

  • 5 Year 3 and 4 children are now working with RTLit. One has already been discontinued.

  • Children have started working on Lexia.


Goal Two


To improve the reading level in the first two years of school.


Rationale


Many pupils who will turn 6 during this year look unlikely to be reading at level 5 at the end of their first year at school. Over 25% are still below PM Level 8 at the end of their second year at school.

We believe that improvements in the areas of Hearing and Recording Sounds in Words, Letter Identification, word identification and Concepts About Print are all areas that can be moved.



Measurable Targets


60% of children will achieve at stanine 4 or better in the HRSIW/letter id/word/cap section of the observational survey taken as close as practical to their 6th birthday.


Actions (what we will do)

Outcomes (what we expect to happen)

Progress Report 18 May 2016

  • Children will be assessed close to their 6th birthday

  • Teachers will have a more accurate data of where the children are at and next steps based on the Observation Survey.

  • Teachers have attended an observation survey course with Joan (Reading recovery Tutor).  Most teachers are now capable and confident in taking their own six year net observations on children in their classrooms who are turning 6.  This data will be  discussed at syndicate meetings and measures taken to progress students where needed

  • Enlist the support of Reading Recovery teacher

  • Teachers will have a shared understanding and better knowledge of the Observation Survey

  • Teachers will be able to define next steps more accurately

  • Teachers will have more idea about their learner and will see their gaps and next learning

  • The children will have firm foundations in early literacy learning.

  • Becs and Natalie are training in Reading recovery and will discuss learning of strategies and ideas at syndicate meetings

  • Re-assess children

  • There will be improvement

  • IF children are at Stanine 1-4 they will be re assessed later on down the track to see if they are making progress.