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1611 Strategic Goals Progress Report - 2 November 2016

2 November 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

Progress Report 10 August 2016

Final Report 2 November 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

  • Junior Syndicate teachers have come up with a set of exemplars they are using for children to self assess their writing and see where their next step up are.  

  • Middle Syndicate have spent time looking at the Literacy Progressions and matching the progressions to exemplars that each teacher has started to create.

  • Nothing to add

  • 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. Teachers 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

  • A new style of Teacher Observations were trialled last term.  Positive feedback from teachers and Syndicate leaders on using this system.  Syndicate leaders have a better understanding of how teachers are using assessment and planning to inform their teaching.  Junior Syndicate follow the same planning format that shows where children are at, what they can do and where they need to go.  

  • Close monitoring on planning is happening to make sure it is used to inform teaching practices.

  • Term 3 observations occurred focussed on target groups

  • 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.

  • Samples moderated at syndicate levels.  

  • From Junior writing samples, Junior teachers developed a set of exemplars for the 1b stage in order for them to see a clearer progression children are making throughout this stage.  It also helps them inform teaching with clearer pathway to next steps.

  • Assessments have occurred as planned

  • 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.

  • Writing sample was taken early in term 2 and moderated at syndicate level



  • Another sample to be taken in Term 4

  • 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

  • Juniors teachers have attended some PD with Joan (Reading recovery Tutor).  This was to help gain more teacher knowledge around reading strategies and using running records to inform teaching.  Made links with the Literacy Progressions and what reading behaviors to look for at each level.

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

  • This is continuing in all syndicates

  • 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 attended the ALL introduction day in Auckland.

  • Graeme has completed his 15 week programme with his group.

  • Two children have made accelerated progress.

  • We continue to attend Cluster meetings.

  • Vera has been in to support us in regards to developing a Curriculum Achievement Action Plan (CAAP).

  • We have an Impact Day in Auckland on the 29th of August to share what we have found from this programme.

  • We have begun to make a CAAP and are discussing effective teaching practices.

  • We will work on CAAP in syndicates.

  • ALL has been completed

  • 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.

  • There is a link for 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.

  • As per last report

  • Teacher Aide times have been altered in order to support groups

  • Boys/girls groups being spilt specifically to target gender topics

  • 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.

  • New planning templates have been trialed which link reading and writing and little had changed for Middle Syndicate. They now use modelling books.

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

  • As per last report

  • 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

  • Less time needs to be spent on this discussion given the teachers upskilling in this area.

  • As per last report

  • 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

  • Samples moderated at syndicate levels.  

  • From Junior writing samples, Junior teachers developed a set of exemplars for the 1b stage in order for them to see a clearer progression children are making throughout this stage.  It also helps them inform teaching with clearer pathway to next steps.

  • This is still happening

  • 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

  • The need for us to meet formally is essential, date has been scheduled for next week between Stevie, Graeme, Becs, Ceri and Chicky

  • Principal walkthroughs have continued and there is a noticeable positive attitude to writing in most classes most of the time.

  • Children are willing to share their work, talk about it and and taking more responsibility for the development of their work.

  • Syndicates continue to focus on progressing teacher knowledge by looking closely and effective practice resources and having discussions about best practice planning and programmes.

  • Children particularly boys enjoy and like the ability to select their own topic for writing and developing their writing more independently.

  • They find writing on some topics hard

  • As per last report

  • 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.

  • More referrals are being made

  • Lexia and Rainbow Reading is being used in Room 14

  • One child in Room 4 is on Lexia

  • Lexia is being in some classes still

  • Rainbow Reading is still being used in some classes still


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 5.25% 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

Progress Report 10 August 2016

Final Report 26 October 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

  • Becs has being doing the Observation Surveys on children when has the time.  The children she has assessed so far have scored a Stanine 4 or five in hearing and recording sounds.  Although there has not been a significant amount of children tested to see if there is improvement within the six year olds, the children who have been tested show there is improvement.   

  • Through syndicate meetings, teachers are discussing more about strategies they trying in order to see an improvement in this area.

  • A huge change has been noticed with Children’s hearing and recording of sounds in words.  Teachers have made this a focus in their teaching with small groups.  

  • Huge shift has been noticed in this area, when children have been tested on their 6 year observation survey

  • 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


  • Sharing our knowledge of Reading recovery strategies with teachers at syndicate meetings.

  • Junior Teachers attended an Observation Survey and running records workshop day with Joan and how to use the running records for next steps in teaching.

  • Becs and Joan held a session in the Reading Recovery room for junior teachers in order to view strategies they could try in their class to close the gaps in reading.  

  • Continued support with Joan, Becs and Natalie

  • 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.

  • There have been two Discontinues from Reading recovery so far and these children were assessed.  There was huge improvements with these two children but others have not been assessed.