End of 2016 School Year AOV Report

School Name: / Waimairi / School Number: / 3571
Strategic Aim: / To increase the number of students achieving at or above the National Standard.
Annual Aim: / To raise the rate of acceleration of all year group cohorts.
Target: / By the end of the 2016 school year key indicator cohorts will have more consistent, and increased proportions at or above the National Standard.
Baseline Data: / Reading:
The End of 2015 Year 2 and 4 cohorts had a great larger proportion of students ‘well below’ or ‘below’ standard than other cohorts.

End of 2016 School Year AOV Report

Ministry of Education | Tātaritanga raraungaPage 1

Actions
What did we do? / Outcomes
What happened? / Reasons for the variance
Why did it happen? / Evaluation
Where to next?
We continued to focus on greater understanding of, and more effective implementation of, the three key underpinnings of accelerated learning at Waimairi School.
-Teacher effectiveness (including metacognition and specific subject knowledge)
-Relationships (including cultural responsiveness).
-Richness within. (Includes student dispositions/attributions). / For priority learners:
Māori Achievement: 92% of Māori learners are at or above standard for reading at the end of 2016 (compared to 89% of all learners).
Progress & Acceleration: 77% of Māori learners made one or more year’s progress in the 2016 year (compared to 83% of all learners).
For all learners:Progress & Acceleration: 83% of learners made one or more year’s progress in the 2016 year.
Achievement: 94% of ‘our end of Year 6’ learners are at or above standard.
However
For all learners:Progress & Acceleration:68% of ‘end of Year 3 learners made one or more year’s progress in reading (compared to 81% for maths and 81% for writing). / Māori AchievementAn intensive, wide-reaching focus on research-based initiatives to accelerate Māori achievement. There have been strong gains in staff lead indicators (knowledge of, and application of, tikanga and te reo Māori, engagement with whānau) given the complexity of the task not all gains in lead indicators are yet translating into shifts in lag indicators.
We are very pleased with outcomes of analysis of Māori indicators from the NZCER Student Engagement tool.
While the ‘achievement’percentages are pleasing, the ‘progress & acceleration’ percentagesare the indicator we must focus on. Our Māori learners do not yet have the same rate of movement as all other learners.
During 2016 the school moved closer towards a sound (and wide-spread) understanding of Māori education and achievement issues & effective practices.
We are now well placed to apply this considerable new knowledge in a individualised way, as opposed to a more generalised ‘for the Māori cohort’ way. Progress and acceleration analysis on a class by class basis shows the power of this next step.
When analysing data on a class-by-class basis it remains clear that the consistent application of practices congruent with our ‘Waimairi LIP’ literacy programme is essential to drive progress. Key components driving student acceleration are
-consistent application of the school’s metacognitive model.
-explicit connection of reading and writing strategies.
-explicit efforts to build vocabulary.
Our strategic focus on developing learners over the full six-years of primary schooling (attending to developmental needs and neurological milestones in the correct order and at the right time continues to pay off with Year 6 leavers’ levels of achievement.
We are digging deeper into this data. It is important to understand this variation.
The first area of focus is a revision of the monthly monitoring we do on reading progress in the junior/middle area. This is revealing class-by-class variation compared to cohort-wide indicators.
We are also examining the extent to which developing teachers’ understanding of children’s neurological development raises tensions with teachers’ understanding of expected rates of reading progress. We want to ensure neither of these sets of teacher knowledge overrides the other. / We will continue to monitor and analyse student engagement data for Māori and for whole school cohorts. There is a correlation with progress and achievement.
Our next step is to move from working on generic ‘Māori’ achievement to individual Māori tamariki achievement. Planning for new initiatives to support this is already underway.
We will pay attention to the data trends which show us the impact of staffing changes. With several staff departures and study leave the practical and budgetary importance of induction and ‘Waimairi specific’ training in 2017 takes on heighten importance.
Budgetary/resourcing priority will be on
-New/recent staff learning (LIP)
-Individualised Māori student /whānau approaches.
-Building junior school staff understanding of developmental milestones vs. expected progress rates.
Planning for next year:
2017 Target Reading. In 2016 77% of Māori Learners made one or more year’s progress in reading, compared to 83% for the whole school. This gap cannot increase. 92% of Māori are at or above standard compared to 89% of the whole school. To maintain this equity of achievement, which was hard fought for, we must restore Māori progress to the same rate as all others.
______
Therefore:
-We will ensure there is no reduction in the visibility of, and staff understanding of, the key values components of Prof’ Angus MacFarlane’s Educultural Wheel.
-We will ensure all staff are fully implementing all dimensions of the proven Waimairi LIP literacy programme, which has a comprehensive pedagogical base specifically addressing Māori acceleration needs.
-Ensure Charter strategic, annual plan and budgetary sections continue to prioritise the objectives of KaHikitia.
-Further staff Te Reo competence by establishing a Level 2 Te Reo Māori course , on site, for staff and parents.
-Facilitate the attendance of all new teaching staff, support staff and Board members at NgaiTuahuriri Marae Workshop One.
- Facilitate the attendance of all existing teaching staff, support staff and Board members at NgaiTuahuriri Marae Workshop Two.
For all priority learners
In addition to section below:
-Continue to implement the outcomes of the Whakapiki project at the ECE/New Entrant interface and build staff capacity with the revised Te Whāriki document to support this.
-Build new staff knowledge of neuro-sequential child development and the practical implications for accelerating progress ‘over-time’ – not in 20-week bursts.
- Every 20 weeks hold case conferences with all stakeholders in the child’s progress and identify areas for improvement. In addition to individual plans, senior leadership can identify and respond to trends and common areas for improvement for priority learners across the school.
-We will ensure all staff are fully implementingall dimensions of the proven Waimairi LIP literacy programme, which has a comprehensive pedagogical base specifically addressing priority learners’ acceleration needs
-We will expand the base of the Waimairi MIP maths intervention, which is developing comprehensive pedagogical base specifically addressing priority learners’ acceleration needs. This project is funded via the Teacher-Led Innovation funds as part of the national Investing for Educational Success initiative.
-Ensure ongoing budget and resourcing for Danks, STEPS, Numicon, and Afternoon Programme.
For all learners
-We will assist teaching staff to act with increased agility to 20 weekly contributing OTJ indicators and look for more trends without reliance on senior leadership to point these out (building teacher inquiry capacity).
-We will help teachers to analyse individual and class/cohort trends from monthly and/or termly plotting of reading, writing and maths progress sent to DPs and explicitly link actions to this analysis. River Leaders to strengthen capacity here.
-Analysis of class/cohort trends and progress over time of PAT, AsTTle data, School Entry Assessments, 6 Year Nets, JAM and other assessments to be given high priority on River Team and ‘teaching team’ meetings and discussions.
-Attendance monitoring and analysis. Weekly by teachers and every 20 weeks by senior staff to be followed up on in a more direct and timely way by class teachers in the first instance.
-Well-being. Bully survey and annual NZCER student engagement survey. Implications to be illustrated at annual staff retreat and kept to forefront of River and ‘teaching team’ meetings and discussions.
-Implications of IYP for teachers PD to be applied to learning environments and programmes.
-We will ensure all staff arefully implementingall dimensions of the proven Waimairi LIP literacy programme, which has a comprehensive pedagogical base specifically addressing Māori acceleration needs.
School Name: / Waimairi / School Number: / 3571
Strategic Aim: / To increase the number of students achieving at or above the National Standard.
Annual Aim: / To raise the rate of acceleration of all year group cohorts.
Target: / By the end of the 2016 school year key cohort indicators will have more consistent, and increased proportions at or above the National Standard.
Baseline Data: / Writing:
82% of Māori students compared to 91% of all students are at or above standard.

Ministry of Education | Tātaritanga raraungaPage 1

Actions
What did we do? / Outcomes
What happened? / Reasons for the variance
Why did it happen? / Evaluation
Where to next?
We continued to focus on greater understanding of, and more effective implementation of, the three key underpinnings of accelerated learning at Waimairi School.
-Teacher effectiveness (including metacognition and specific subject knowledge)
-Relationships (including cultural responsiveness).
- Richness within. (Includes student dispositions/attributions). / Writing
Writing
For priority learners:
MāoriProgress & Acceleration: 79% of Māori learners made one or more year’s progress in the 2016 year (compared to 76% of all learners).
For all learners:Achievement: 91% of our ‘end of Year 6’ learners are at or above standard.
However
For priority learners:
Māori Achievement: 79% of Māori learners are at or above standard for writing at the end of 2016, (compared to 86% of all learners).
Pasifika Achievement: 74% of Pasifika learners are at or above standard for writing at the end of 2016, (compared to 86% of all learners).
For all learners: Progress & Acceleration: Learners ‘after three years at school’ and ‘at the end of Year 5 have the lowest rate of progress & acceleration (although this rate still remains comparatively high). / Māori Achievement An intensive, wide-reaching focus on research-based initiatives to accelerate Māori achievement. There have been strong gains in staff lead indicators (knowledge of, and application of, tikanga and te reo Māori, engagement with whānau) given the complexity of the task not all gains in lead indicators are yet translating into shifts in lag indicators.
We are very pleased with outcomes of analysis of Māori indicators from the NZCER Student Engagement tool.
While the ‘achievement’ percentages are pleasing, the ‘progress & acceleration’ percentages are the indicator we must focus on.
During 2016 the school moved closer towards a sound (and wide-spread) understanding of Māori education and achievement issues & effective practices.
We are now well placed to apply this considerable new knowledge in a individualised way, as opposed to a more generalised ‘for the Māori cohort’ way. Progress and acceleration analysis on a class by class basis shows the power of this next step.
When analysing data on a class-by-class basis it remains clear that the consistent application of practices congruent with our ‘Waimairi LIP’ literacy programme is essential to drive progress. Key components driving student acceleration are
-consistent application of the school’s metacognitive model.
-explicit connection of reading and writing strategies.
-explicit efforts to build vocabulary.
Our strategic focus on developing learners over the full six-years of primary schooling (attending to developmental needs and neurological milestones in the correct order and at the right time continues to pay off with Year 6 leavers’ levels of achievement.
We are also examining the extend to which developing teachers’ understanding of children’s neurological development raises tensions with teachers’ understanding of expected rates of writing progress. We want to ensure neither of these sets of teacher knowledge overrides the other. / We will continue to monitor and analyse student engagement data for Māori and for whole school cohorts. There is a correlation with progress and achievement.
Our next step is to move from working on generic ‘Māori’ achievement to individual Māori tamariki achievement. Planning for new initiatives to support this is already underway.
We will pay attention to the data trends which show us the impact of staffing changes. With several staff departures and study leave the practical and budgetary importance of induction and ‘Waimairi specific’ training in 2017 takes on heighten importance.
Budgetary/resourcing priority will be on
-New/recent staff learning (LIP)
-Individualised Māori student /whānau approaches.
-Building junior school staff understanding of developmental milestones vs. expected progress rates.
Planning for next year:
2017 Writing Target. In 2016 79% of Māori Learners made one or more year’s progress in writing, compared to 76% for the whole school. A gap still remains however. 79% of Māori are at or above standard compared to 86% of the whole school. To close this gap acceleration, rather than progress is still needed.
______
Therefore:
-We will ensure there is no reduction in the visibility of, and staff understanding of, the key values components of Prof’ Angus MacFarlane’s Educultural Wheel.
-We will ensure all staff are fully implementing all dimensions of the proven Waimairi LIP literacy programme, which has a comprehensive pedagogical base specifically addressing Māori acceleration needs.
-Ensure Charter strategic, annual plan and budgetary sections continue to prioritise the objectives of KaHikitia.
-Further staff Te Reo competence by establishing a Level 2 Te Reo Māori course , on site, for staff and parents.
-Facilitate the attendance of all new teaching staff, support staff and Board members at NgaiTuahuriri Marae Workshop One.
- Facilitate the attendance of all existing teaching staff, support staff and Board members at NgaiTuahuriri Marae Workshop Two.
For all priority learners
In addition to section below:
-Continue to implement the outcomes of the Whakapiki project at the ECE/New Entrant interface and build staff capacity with the revised Te Whāriki document to support this.
-Build new staff knowledge of neuro-sequential child development and the practical implications for accelerating progress ‘over-time’ – not in 20-week bursts.
- Every 20 weeks hold case conferences with all stakeholders in the child’s progress and identify areas for improvement. In addition to individual plans, senior leadership can identify and respond to trends and common areas for improvement for priority learners across the school.
-We will ensure all staff are fully implementing all dimensions of the proven Waimairi LIP literacy programme, which has a comprehensive pedagogical base specifically addressing priority learners’ acceleration needs
-Ensure ongoing budget and resourcing for Danks, STEPS, Numicon, and Afternoon Programme.
For all learners
-We will assist teaching staff to act with increased agility to 20 weekly contributing OTJ indicators and look for more trends without reliance on senior leadership to point these out (building teacher inquiry capacity).
-We will help teachers to analyse individual and class/cohort trends from monthly and/or termly plotting of reading, writing and maths progress sent to DPs and explicitly link actions to this analysis. River Leaders to strengthen capacity here.
-Analysis of class/cohort trends and progress over time of PAT, AsTTle data, School Entry Assessments, 6 Year Nets, JAM and other assessments to be given high priority on River Team and ‘teaching team’ meetings and discussions.
-Attendance monitoring and analysis. Weekly by teachers and every 20 weeks by senior staff to be followed up on in a more direct and timely way by class teachers in the first instance.
-Well-being. Bully survey and annual NZCER student engagement survey. Implications to be illustrated at annual staff retreat and kept to forefront of River and ‘teaching team’ meetings and discussions.
-Implications of IYP for teachers PD to be applied to learning environments and programmes.
-We will ensure all staff are fully implementing all dimensions of the proven Waimairi LIP literacy programme, which has a comprehensive pedagogical base specifically addressing Māori acceleration needs.
School Name: / Waimairi / School Number: / 3571
Strategic Aim: / To increase the number of students achieving at or above the National Standard.
Annual Aim: / To increase the rate of acceleration of all year group cohorts.
Target: / By the end of the 2016 school year key indictor cohorts will have more consistent, and increased proportions at or above the National Standard.
Baseline Data: / Maths: The 2015 Year 2 and 4 cohorts have a great larger proportion of students ‘well below’ or ‘below’ standard than other cohorts.

Ministry of Education | Tātaritanga raraungaPage 1