National Standards NAG2A(B) Reporting

National Standards NAG2A(b) Commentary Reporting

Schools that use The New Zealand Curriculum for their students in years 1 to 8 must use this template to report school-level data on National Standards.

Important please note:Do not include any information in this template that will result in an individual student or their achievement being identified. In cases where a cohort is less than four students you should not specify ethnic groups or group breakdowns in order to prevent breaching the privacy of individuals.

Date: / 1/12/2016 /
School Name: / Waimairi School / School Number: / 3571
NAG2A (b)(i) Areas of Strength
National Standard area(s):Reading, Writing and Maths
Discussion:
______
Reading
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).
Pasifika
Achievement: 93% of Pasifika learners are at or above standard for reading at the end of 2016 (compared to 89% 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.
______
Writing
For priority learners:
Māori
Progress & 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.
______
Maths
For priority learners:
Māori
Progress & Acceleration: 88% of Māori learners made one or more year’s progress in the 2016 year (compared to 75% of all learners).
For all learners:
Achievement: 89% of all learners are at or above standard for maths at the end of the 2016 year.
Achievement: We maintained 93% of ‘our end of Year 6’learners at or above standard.
Progress & Acceleration: 92% of our ‘end of Year 6’ learners made one or more year’s progress in the 2016 year.
______
Progress toward National Standards, across all learning areas, of Māori learners.
Over all end of 2016 OTJs made. / -2 Sub Levels / -1 Sub Level / One Year Progress / +1 Sub Level / +2 Sub Levels
All Learners / 0.4% / 14% / 72% / 12.5% / .08%
Māori Learners / 0% / 12% / 78% / 12% / 0%
We have made good progress, but to further close achievement gaps, Māori acceleration must still be increased.
NAG2A (b)(i) Areas for Improvement
National Standard area(s):Reading, Writing and Maths
Discussion:
______
Reading
For priority learners:
Māori
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: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).
Writing
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.
______
Maths
For priority learners:
Māori
Achievement: 81% of Māori learners are at or above standard for maths at the end of 2016, (compared to 89% of all learners).
Pasifika
Achievement: 80% of Pasifika learners are at or above standard for maths at the end of 2016, (compared to 89% of all learners).
For all learners:Learners ‘after two and three years at school’ have the lowest rate of progress & acceleration (although this rate still remains comparatively high).
NAG2A (b)(ii) Basis for Identifying Areas for Improvement
Discussion:
For Priority Learners
MāoriLearners & Success as Māori
We have always tracked and analysed progress and acceleration data within the variety of assessment tools (which are used to inform National Standards OTJs). However in 2016, through self review we have now refined our data gathering and analysis capacity by implementing use of software tools to closely measure ‘progress and acceleration’ rather than just achievement of each cohort against National Standard OTJs.
We note that, overall, Māori students have made greater rates of progress and acceleration than all students in Maths 88% vs. (75%) and Writing 79% vs. (76%).Acceleration of Māori reading achievement becomes a 2017 priority.
In addition to the measures in following sections, with Māori learners we maintain a close watch.In addition to more ‘passive’ monitoring tools such as our shared on-line recording we have developed a 45 minute long ‘Māori monitoring meeting’ with all teachers, led by a DP.
Whānau engagement and involvement is essential. We will continue to work alongside Māori whānau by ensuring all in all face-to-face and group meetings and events at school are informed by culturally responsive practice.
We listen to whānau input for identification of areas for improvement.
All priority learners
In addition to the measures in following sections, with priority learners we:
-Hold case conferences every 20 weeks (or more often) held with all stakeholders involved 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.
-Closely monitor trends inindividual level data from interventions such as Danks, STEPS, MIP, and maintenance of LIP, targeted professional assessments and reports (OT, psychologist etc.)
For All learners
-20 weekly OTJs made by teachers and reported to parents in writing and face-to-face, to work as a team on identifying areas for improvement. Trends analysed by teachers alongside senior staff.
-Analysis of individual and class/cohort trends monthly and/or termly plotting of reading, writing and maths progress sent to DPs by teachers.
-Analysis of class/cohort trends and progress over time of PAT, STAR, AsTTle data, School Entry Assessments, 6 Year Nets, JAM Assessment
-Attendance, lateness and illness monitoring and analysis. Weekly by teachers and every 20 weeks by senior staff.
-Well-being. Daily by teachers, 20 weekly via bullying survey. Annually using NZCER student engagement survey.
-‘New to Waimairi’ triage interviews.
NAG2A (b)(iii) Planned Actions for Lifting Achievement
Discussion:
For Priority Learners
For Māori Learners
In addition to the two sections below:
We must build on the gains made up to and including 2016 school year to even further accelerate the progress of Māori Learners.
Writing. 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.
Maths. In 2016 88% of Māori Learners made one or more year’s progress in maths, compared to 75% for the whole school. A gap still remains however. 81% of Māori are at or above standard compared to 89% of the whole school. To close this gap acceleration, rather than progress is still needed.
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 implementingall dimensions of the proven Waimairi LIP literacy programme, which has a comprehensive pedagogical base specifically addressing Māori acceleration needs.
-We will expand the base of the Waimairi MIP maths intervention, which is developing comprehensive pedagogical base specifically addressing Māori acceleration needs. This project is funded via the Teacher-Led Innovation funds as part of the national Investing for Educational Success initiative.
-Ensure Charter strategic, annual plan and budgetary sections continue to prioritise the objectives of Ka Hikitia.
-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 Ngai Tuahuriri Marae Workshop One.
- Facilitate the attendance of all existing teaching staff, support staff and Board members at Ngai Tuahuriri 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 responsiveness 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 assessmentsto 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 implementingall dimensions of the proven Waimairi LIP literacy programme, which has a comprehensive pedagogical base specifically addressing Māori acceleration needs.
-We will expand the base of the Waimairi MIP maths intervention, which is developing comprehensive pedagogical base specifically addressing Māori acceleration needs. This project is funded via the Teacher-Led Innovation funds as part of the national Investing for Educational Success initiative.
NAG2A (b) (iv) Progress Statement
Discussion:
Reading
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).
Pasifika
Achievement: 93% of Pasifika learners are at or above standard for reading at the end of 2016 (compared to 89% of all learners).
For all learners:
Progress and 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.
Writing
For priority learners:
Māori
Progress & 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.
These outcomes are the culmination of many years of careful, considered, responsive practice design and implementation. We must work in a strategically planned way in 2017 (supported by budget priority) to ensure staff turnover and a well-deserved focus on school-wide maths achievement does not dilute these hard won gains in writing progress & acceleration. This is a key 2017 annual plan priority best summed up as ‘continued cultural responsiveness work’ combined with a deliberately maintained and nurtured LIP project.
______
Maths
For priority learners:
Māori
Acceleration: 88% of Māori learners made one or more year’s progress in the 2016 year (compared to 75% of all learners.
For all learners:
Achievement: 89% of all learners are at or above standard for maths at the end of the 2016 year.
Achievement: We maintained 93% of ‘our end of Year 6’ learners at or above standard.
Acceleration: 92% of our ‘end of Year 6’ learners made one or more year’s progress in the 2016 year.
We are pleased that the 2015 and 2016 focus on our priority learners’ maths achievement is paying off. The extensive design and implementation work done as part of the MIP project must be protected and expanded in 2017.
Extensive MIP project design, implementation and self-review work continue to be developed and published by this project team.

Ministry of Education | National Standards NAG2A(b) CommentaryReporting