2002 Variance Report 2019 - 24 February 2020

Outcomes

What happened?

Year 1 & 2

100% of Year 1’s at expectation in Writing and 98% Year 1’s at expectation in Maths

43% of Year 2’s at expectation in Writing and 100% Year 2’s at expectation in Maths

Year 3 & 4

Maths

62% of Year 3’s at expectation in Maths

95% of Year 4’s at expectation in Maths

Writing 

51% of Year 3’s at expectation in Writing

83% of Year 4’s at expectation in Writing 

Year 5 & 6

Maths,

76% of Year 5’s at expectation in Maths

81% of Year 6’s at expectation in Maths

Writing, 

64% of Year 5’s at expectation in Writing

57% of Year 6’s at expectation in Writing 

Reasons for the variance

Why did it happen?

We followed our plan consisting of:

• • professional conversations and collaboration

  • experts visiting and challenging our thinking and practice

  • clarification, conversations and more understanding around levels and stages in maths/writing 

  • co-teaching

  • regular observations to provide feedback and feedforward

  • providing more support for beginning teachers

  • team teaching approach in Juniors

  • smaller classes for Juniors in particular

  • Syndicate Meetings focused around building teacher knowledge and capability

Evaluation

Where to next?

We will continue to learn about transition points for Maths and Writing and be sure that children are learning at the appropriate level/stage and that teachers are familiar with level/stage strategies/knowledge  

Senior Leaders will continue to focus on and discuss Maths/Writing at Syndicate level and monitor planning and programmes.

We will initiate the RBL PLD and observe teachers in relation to their discursive practices and their relationships with the students.