End of 2016 Report to BOT - National Standards
National Standards: Reading
MAORI STUDENTS: 85.3% of Maori Students are achieving At or Above National Standards
PASIFIKA STUDENTS: 100% of Pasifika Students are achieving At or Above National Standards
BOYS: 77.4% of Boys are achieving At or Above in Reading compared to 84.9% of Girls. On analysing the data it was clear where the focus needs to be to increase success for boys during Reading.
% At or Above: After One Year At School - 44% After Two Years At School - 72.4%, After Three Years At School - 82%, Year 4’s - 84%, Year 5’s - 70%, Year 6’s - 87.8%, Year 7’s - 80% Year 8’s - 93%
National Standards: Reading
Ministry Targets for 2016:
After 1 Year at School Total below standards = 23/41 | After 4 Years at School Total Well below = 4/43 Below 8/43 |
The group of 23 students below reading after 1 year will have made more than one year’s progress and be at or above the standard after 2 years. | The group of Year 4 students the standard at the end of the year will have made more than one year’s progress and be at or above the standard at the end of the year. |
Kotare Team: - Reading (Years 1,2)
Statement of Variance:
After 1 Year(Year 1)Reading
Of the 38 students, 17 students have not achieved NS after one year at school this year, two students are receiving ESOL support ( ESOL students have trained TA for support and intervention programmes), and two students are on the Reading Recovery programme now, and six are identified for Reading Recovery 2017. The remaining students are expected to reach National Standards for after 2 years.
Reading software being used on the 6 class iPads (and computers in room 4 & 5) to raise levels of reading knowledge are- Reading Eggs and Sunshine Online.
Mrs Travers, Mrs Muir and Mrs Cameron attended Yolanda Soryl’s phonics workshop in T1 and 2 to learn how to implement her programme. The resources were purchased to support the programme. Kathy has written some feedback of the success.
Yolanda Soryl -Feedback form Kathy Travers
Teachers have shared their Reading Inquiries at team meetings to discuss and share student progress, resourcing and sharing good teaching practice that has helped target students.
After 2 Years(Year 2)
Of the 47 students 14 have not achieved NS after two years at school, 1 has identified dyslexic tendencies, 1 has severe behaviour and learning difficulties and has reached standard through Reading Recovery and TA time, 4 students have had Reading Recovery this year and are maintaining the appropriate reading levels for their age. One student is new in T4 and will need support.
The remaining are progressing well and are expected to reach NS after 3 years.
Reading software used on the class iPads and computers to raise levels of reading knowledge are- Reading Eggs and Sunshine Online.
Mrs Martin and Mrs McArthur attend the Yolanda Soryl workshop to gain the professional development for developing student’s decoding skills.
Tuhono Team - Reading ( Yrs 3, 4)
Statement of Variance:
At the beginning of the year we noted that there were 9 students who were below expectation and 2 who were well below expectation. We also noted that 9 of them were Year 3’s. We have completed the year with 2 children below in Year 3 and one well below in Year 3, and 8 below in Year 4. Also noted is the significant number of children in Year 3 and Year 4 now reading above the expected level.
Year 3: The child who is well below standard is an ESOL student who has come to Bombay school part way through Term 1, 2016 and is receiving extra support for this. He has moved up ten reading levels in the past 10 months which is great progress considering he also has to learn the English language. The two children who are identified as been below are both NZ European boys. One is only under by one reading level and with continued support and targeting should meet the standard next year. The other boy is currently reading at level 15. He has had reading recovery this year and was discontinued and has maintained where he came off the programme but is making very slow progress. He has recently been tested through a doctor and has some delayed learning needs. He receives teacher aide support 4 times a week and Mrs Batters takes him for guided reading one on one daily. He also has extra support through a teacher aide.
Year 4: The children who are below standard in reading are made up of 4 girls and 4 boys. One of the girls is an ESOL student and started at Bombay school part way through Term 1, 2016 and is receiving extra support for this. Two other children are boys. One of them has high learning needs and has autism and the other boy is currently under whirinaki having assessments done and possible future medicating. One of the girls has an extremely high absentee rate due to family reasons and they are relocating at the end of the year so will be moving to a new school. She is only just under the National Standards level and with an improvement in going to school her results should change. The other four children one of these children has dyslexic tendencies.
Tuhono Team - Reading ( Yrs 3, 4)
Some of the adaptions that have been implemented in the Tuhono team to cater to needs:
*Many of these students are part of our inquiry.
*Teacher aide time with Tracey Perez. Tracey has worked one on one four times a week with one of the year 3 children who is below expectation.
*Readers sent home daily and use of the school library.
* Reading Recovery teacher also sending home extra reading resources for children who have been discontinued from this programme.
*Differentiated programmes.
*Integration of external professional development from Sheena Cameron and Louise Dempsey.
*Integration of internal professional development from Pauline and Susie.
*Using technology and apps as a tool to support these students e.g reading eggs, sunshine online.
* Regular assessments to determine where their next learning steps are and target programme around this.
*ESOL students have trained TA for support and intervention programmes.
* New readers purchased for these levels. Greater range to cater for different needs.
* Poetry resources purchased through Jill Eggleton for the Year 3 students.
* Variety of literacy games purchased to support learning.
Kotuitui Team - Reading ( Yrs 5, 6)
Statement of Variance:
Next 3 slides
Statement of Variance: Reading - Year 5
By the end of Year 5 students are expected to be Reading at Level 3B/3P of the Curriculum.
There are 11 students sitting ‘Below’ expectations at the end of the year. These students include:
4 students who have dyslexic tendencies.
1 student who has Global Development Delay and autism disorder.
1 student who has cognitive learning delays.
1 student who has cognitive learning delays as well as long sightedness with a minor astigmatism.
There are no students who identify as being Maori who are below standard.
There are no Year 5 students who are Pasifika.
Out of the 10 there are 6 girls and 4 boys
Statement of Variance: Reading - Year 6
By the end of Year 6 students are expected to be Reading at Level 3P/3A of the Curriculum.
There are currently 6 students sitting ‘Below’ expectations at the end of the year. These students include:
1 student who has epilepsy fibrous dysplasia. This is affecting the growth of his head and consequently his brain development and fine motor skills.
1 new to Bombay and was not part of the students who were reported as being below during the middle of the year.
1 student who missed a number of reading lessons to attend ALIM.
There are no Maori students in Year 6 who a ‘Below’ standard.
There are no Year 6 students who are Pasifika.
Out of the 6 there are 2 girls and 4 boys
Adaptations, implementations, and catering to needs
Kakahu Team - Reading (Yr 7, 8)
Statement of Variance: (Mid Year)
At the beginning of the year our data showed that we had 27 students who did not reach expectation. The biggest thing we noted was the attitude toward reading , which was quite negative.
We used the knowledge that we gained from Professional Development, using Syndicate Meetings as a vehicle for sharing readings, articles and developing understanding. Susie also worked extensively with teachers to ensure programmes were catering for needs, exciting, and based on ‘best practice.’ We also work across the MLE to ensure student’s needs are catered for. The programmes have intensive teacher time and target groups are seen every day. The Teacher Aide also supports with the target students, reinforcing what is being done with the Teacher.
After our mid year testing we noted that the attitude toward reading had improved significantly with students positive and enjoying the programmes that we run. Of the identified 27 students we now had 13 students who had not achieved standard, nine of them are Year 7’s.
One of these students is ORS funded.
The remaining 12 have all been tracked through the school and had support over a number of years. It is noted this year that they are more willing to read in their own time and are motivated to share reading with others.
Of these 12, six have identified learning needs (processing problems, Irlens, ADHD, one is under Whirinaki) and one is a behaviour problem, Two of the students have shown no improvement through testing yet are more confident in class and discussion shows that they understand text well.
Four of the students have improved a whole level - moving from 2A - 3A. The remaining six have all moved two sublevels. One of the students is one sublevel below standard and ten are two sublevels below.
To further progress these students we are making sure that they have two reading sessions each day with the teacher and will be supported in discussions and comprehension work with the Teacher Aide. They need to build reading mileage so we have designed programmes so that they will have choice, and a wider variety of reading material in their browsing boxes. All texts are high interest and current in appeal.
Kakahu Team - Reading (Yr 7, 8)
Statement of Variance: (End of Year)
From our 27 students we now have three Year 8 students, and three Year 7 students who did not achieve standard.
Year 8: Of these three students (all who are working at Level 4 of the curriculum) are sitting one sub level below expectation. They are able to read above their chronological age in PROBE Testing, but when asked to read and gather information across the curriculum, they find this not so easy to assimilate relevant information into their own words.
Year 7: Of these three students - one is an ORS student with high absenteeism. One is reading at his chronological age but requires support when selecting and using information across the curriculum. The last student has also made considerable progress but is sitting one sublevel below. We moderated this student on several occasions but could not quite justify him being ‘At’. He will certainly make it next year.
Accelerated Progress: We have accelerated the progress of all the students, but in particular those 27 identified at the beginning of the year. During the second half of the year we took the thirteen students who had still not achieved standard and created an ‘Accelerant’ group. This group had an extra session of Reading each day. This was targeted at High Interest texts and discussion formed the major area of follow up work. This was needed as these students often did not have a wide range of experiences or vocabulary. It also meant that there was extra reading texts at home and much discussion the following day. Students also had a session with the teacher every day at school, and sometimes a follow up session with a Teacher AIde. Reading was seen as fun with choice and direction given by the students. Each day they were reminded of their goals and developed a focused and positive attitude toward achieving them. These students also gave of their own time as the ‘Accelerant Group’ spent the lunch eating time with Susie discussing and reading texts. They had small sections to read and then discussed, clear directions were given to what they were looking for. In Reading sessions with their teacher a focus was put on Reading a variety of material and written work was kept to a minimum. We will continue this programme next year.
National Standards: Writing
Ministry Targets for 2016:
After 3 Years at School (2015) Total below standard = 10/50 | After 5 Years at School (2015) Total below standard = 13 | After 6 Years at School (2015) Total Well below standard = 11 |
The group is boys = 7 girls = 3 The group of Year 4 students (2016)the standard at the end of the year will have made more than one year’s progress and be at or above the standard | The group is = 10 boys (1 well below) = 3 girls The group of Year 6(2016) students the standard at the end of the year will have made more than one year’s progress and be at or above the standard | The group of Year 7 (2016)students the standard at the end of the year will have made more than one year’s progress and be at or above the standard at the end of the year. 1 ORS 1 HHN 8 boys and 1 girl |
National Standards: Writing
MAORI STUDENTS: 85.3% of Maori Students are achieving At or Above National Standards
PASIFIKA STUDENTS: 100% of Pasifika Students are achieving At or Above National Standards
BOYS: 70.7% of Boys are achieving At or Above in Reading compared to 88.9% of Girls. On analysing the data it was clear where the focus needs to be to increase success for boys during Writing.
% At or Above: After One Year At School - 88.8% After Two Years At School - 82.7%, After Three Years At School - 41.1 %, Year 4’s - 68%, Year 5’s - 55%, Year 6’s - 63.6%, Year 7’s - 80% Year 8’s - 93.3%
Kotare Team: - Writing (Years 1,2)
Statement of Variance:
After 1 Year(Year 1) Writing
Of the 38 students, 3 students have not achieved NS after one year at school this year.
Reading software being used on the 6 class iPads and computers to raise levels of writing knowledge are- Reading Eggs and Sunshine Online.
Mrs Travers, Mrs Muir and Mrs Cameron attended Yolanda Soryl’s phonics workshop in T1 and 2 to learn how to implement her programme. The resources were purchased to support the programme. Kathy has written some feedback of the success. Yolanda Soryl -Feedback form Kathy Travers
All teachers and teacher aides attended Joy Allcock’s spelling professional development and have used the resources and assessment to improve spelling.
Teachers have shared their Inquiries at team meetings to discuss and share student progress, resourcing and sharing good teaching practice that has helped target students.
After 2 Years(Year 2) Writing
Of the 47 students, 8 have not achieved NS after two years at school, 1 has identified dyslexic tendencies, 1 has severe behaviour and learning difficulties and has reached standard through Reading Recovery and TA time, 4 students have had Reading Recovery this year. One student is new in T4 and will need support.
The remaining are progressing well and are expected to reach NS after 3 years.
Writing software used on the 6 class iPads to raise levels of reading knowledge are- Reading Eggs, Sunshine Online and write about.
Mrs Martin and Mrs McArthur attend the Yolanda Soryl workshop to gain the professional development for developing student’s spelling skills.
All teachers and teacher aides attended Joy Allcock’s spelling professional development and have used the resources and assessment to improve spelling.
Continue to moderate with the team and with Literacy leaders to gain consistency.
Statement of Variance: (End of the Year)
We have finished the Year 3 year with 29 children identified as been at expectation, 5 are above the expectation, 14 are below the expectation and 1 child is well below expectation.
We have finished the Year 4 year with 31 children identified as been at expectation, 8 are above the expectation and 11 are below expectation.
In both Year groups there are no identified well below children.
Year 3: These students need to be writing at 2B.The child who is well below standard is an ESOL student who has come to Bombay school part way through Term 1, 2016 and is receiving extra support for this. He has already made significant progress and is catching up quickly to his peers. The children who are below 11 of them are boys and 3 are girls.
Year 4: These students need to be writing at 2P by the end of Year 4.There are eleven children who have been identified as been below standard. One of these children is an ESOL student who has come to Bombay school part way through Term 1, 2016 and is receiving extra support for this. Of these eleven children seven of them are male, four of them are female. One of the females is an ESOL student who is receiving extra support for this. The seven boys include one that has high learning needs and autism. Two of the boys have learning needs. One of the boys has limited English spoken at home. One of the girls has an extremely high absentee rate due to family reasons and they are relocating at the end of the year so will be moving to a new school. She is only just under the National Standards level and with an improvement in going to school her results should change. 3 of the below children find writing arduous and lack motivation.
Tuhono Team - Writing ( Yrs 3/4)
Some of the adaptions that have been implemented in the Tuhono team to cater to needs:
* Regular assessments to determine where their next learning steps are and target programme around this.
* Differentiated programmes in classrooms for these children to work at their level and pace.
*Teacher aide Carol Wright withdrawing this group of children working specifically on sound knowledge, handwriting and a writing focus. This programme has been directed by the teachers for her to follow.
* Integrating the Joy Allcock spelling professional development into writing programmes.
* Spelling resources and games purchased to support interactive, cooperative learning.
*Integrating the Sheena Cameron and Louise Dempsey writing professional development into the planning for writing.
* Regular blogging to give purpose for writing and sharing writing.
*Using apps such as Write About, blobble write, jolly phonics programme to support these students.
*ESOL student has trained TA for support and intervention programmes.
*Many of these students have been part of our inquiry.
*Teacher aide time with Tracey Perez. This group of children formed a new writing group in Term 3.
*Teaching and learning sessions 5 times a week.
Tuhono Team - Writing ( Yrs 3/4)
Kotuitui Team - Writing ( Yrs 5, 6)
Statement of Variance:
Next three slides
Statement of Variance: Writing - Year 5
By the end of Year 5 students are expected to be Writing at Level 3B/3P of the Curriculum.
There are currently 16 students sitting ‘Below’ expectations at the end of the year. These students include:
4 students who have dyslexic tendencies.
1 student who has Global Development Delay and autism disorder.
1 student who has cognitive learning delays.
1 student who has cognitive learning delays as well as long sightedness with a minor astigmatism.
1 student who has ADHD - Aspergers.
1 student who has delayed learning due to auditory processing difficulties.
1 student who has very little home support.
1 student is a transient student.
One student who identifies as being Maori is currently below standard.
There are no Year 5 students who are Pasifika.
Out of the 16 there are 7 girls and 9 boys.
Statement of Variance: Writing - Year 6
By the end of Year 6 students are expected to be Writing at Level 3P/3A of the Curriculum.
There are currently 11 students sitting ‘Below’ expectations at the end of the year. These students include:
1 student who has epilepsy fibrous dysplasia. This is affecting the growth of his heard and consequently his brain development and fine motor skills.
1 student who has dyslexic tendencies.
1 student who is medicated for depression. His mental health has an effect on his learning.
1 student who has dyslexic tendencies and auditory processing difficulties.
3 students who missed a number of writing lessons to attend ALIM.
There are no Maori students in Year 6 who a ‘Below’ standard.
There are no Year 6 students who are Pasifika.
Out of the 11 there is 1 girl and 10 boys.
Adaptations, implementations, and catering to needs
Kakahu Team - Writing (Yrs 7, 8)
Statement of Variance: (Mid Year)
At the beginning of the year we had 27 students who were identified as below expectation. There was also a pretty negative feeling toward writing by some students. There was also a lack of motivation to write by some students, it seemed it was a chore.
We discussed this at length and used the knowledge we had gained from Professional Development days - Sheena Cameron and Joy Allcock. We set up a Syndicate ‘Teaching As Inquiry’ and this is the basis to our investigation. Also we used current thinking, readings and ‘Best Practice’ to assist us when designing programmes. Susie also provided modelling and assistance in designing writing programmes that were interesting, catering for student needs and giving choice to students in their writing.
Looking at the Mid Year data we seem to have conquered the negativity in most students. All are willing to write now and are enjoying having the choice within the writing programme. We are still concerned by the number of students who are still not having achieved standard and have programmes in place to cater for these students next term.
Of the 18 students who have not met standard one is ORS.
The remaining 17 students consist of mainly boys. It was also noted that 12 of them are Year 7. Of the 17, six have identified learning needs (processing problems, Irlens, ADHD, two are under Whirinaki) and one is a behaviour problem, These students have all been Target students in the past and have had extra support with their learning. Looking at the progress of the 17 students; three are one sublevel below expectation, seven are two sublevels below. Eleven of the students have progressed two or more sublevels since February, six of the students although showing development in their writing have remained at the same sublevel. We then analysed where the problems lay with these students. It seems that ‘Ideas’, ‘Sentences’ and ‘Spelling’ were the common indicators marked through the asttle testing.
These will be a focus in the extra writing programme we have for these students. They will have an extra specific teaching session in which they will be targeted with additional writing sessions. They will have specific goals around their needs. This is in addition to the teaching session they will have in class. We will work the programme so that two teachers take the majority of the students while one teacher targets writing with these students.
Kakahu Team - Writing (Yrs 7, 8)
Statement of Variance: (End of the Year)
At the beginning of the year we had 27 students who were identified as below expectation. We finished the year with two Year 8 students and three Year 7 students being below and one well below standard.
Year 8: Of these two students (who are working at Level 4 of the curriculum) are sitting one sub level below expectation. They are working at a 4B, but we could not justify them being a 4P /4A as they are not able to write confidently across the curriculum. This was especially evident in writing detailed statements in Science and when gathering information in Inquiry.
Year 7: Of these three students; all are writing at the end of Level 3. They have improved from Level 2 this year but have weaknesses in gathering ideas, forming a variety of sentences and using complex punctuation. The ORS student is Well Below Standard and a Level 1 learner.
Accelerated Progress: We have accelerated the progress of all the students, but in particular the 27 who were identified at the beginning of the year. During the second half of the year we took the seventeen students who had still not achieved standard and created an ‘Accelerant’ group. This group had an extra session of Writing each day with Jasmine. Jasmine and Susie worked together to develop a ‘fun programme’ that looked at where the weaknesses were and took small bites at completing these. Students used images, clips and vocabulary as motivation and were given Mentor Texts to model their writing on. The writing and positivity soared as students could see a purpose and were having success. This was again followed up in class, as Jasmine had these students for writing as well. The concepts cycled through class writing and ‘Accelerant Writing’ every day. The remaining students were taken by Dianne and Susie for the 20 minutes that the ‘Accelerant Group’ had their focused extra session. This meant that follow up and feedback was ongoing and reinforced twice each day. The huge improvement was also in their attitude toward writing which was now ‘fun’. This is very positive as many of them are boys!
This programme has been so successful it will be included in next year’s programme and begun at the beginning of the year for maximum effect.
National Standards: Maths
Ministry Targets for 2016:
There were no Ministry Targets in Maths for 2016
National Standards: Maths
MAORI STUDENTS: 88.2 % of Maori Students are achieving At or Above National Standards
PASIFIKA STUDENTS: 100% of Pasifika Students are achieving At or Above National Standards
BOYS: 86.2% of Boys are achieving At or Above in Reading compared to 86.6 % of Girls. On analysing the data it was clear where the focus needs to be to increase success for boys during Maths.
% At or Above: After One Year At School - 83.3% After Two Years At School - 89.6%, After Three Years At School - 90 %, Year 4’s - 92 %, Year 5’s - 80%, Year 6’s - 78.7%, Year 7’s - 80% Year 8’s - 100%
Kotare Team: - Maths (Years 1,2)
After 1 Year(Year 1) Maths
Of the 38 students, 4 students have not achieved NS after one year at school this year. 1 student is ESOL.
All of these 4 students have greater maths knowledge than strategy. Kotare’s major intervention focus for these students has been with literacy.
*Literacy and numeracy are essential skills for all students to develop - Kotare are just starting with literacy for accelerated learning. Teachers are providing students with regular, ongoing opportunities to use numeracy throughout the day, each and every day, as we help to establish knowledge and positive attitudes and the ability to apply knowledge in practical and meaningful context.
After 2 Years(Year 2) Maths
Of the 47 students 7 have not achieved NS after two years at school, 1 has identified dyslexic tendencies, 1 has severe behaviour and learning difficulties. All of these 7 students have greater maths knowledge than strategy. Kotare’s major intervention focus for these students has been with literacy.
*Literacy and numeracy are essential skills for all students to develop - Kotare are just starting with literacy for accelerated learning. Teachers are providing students with regular, ongoing opportunities to use numeracy throughout the day, each and every day, as we help to establish knowledge and positive attitudes and the ability to apply knowledge in practical and meaningful context.
Statement of Variance:
We have finished the Year 3 year with 39 children identified as been at the expected national standard level, 5 are below and 5 are above.
We have finished the Year 4 year with 28 children identified as been at the expected national standard level, 8 are below and 14 are above. There are no children well below in either year groups.
Year 3: There are five children identified as below the expected standard. They are all working within stage 4 and stage 5 but not all areas of stage 5 consistently. Within this group 3 are girls and 2 boys. Of the below one is identified to be Maori. One of the boys has recently been diagnosed with delayed learning. All have made progress but not enough to reach standard. All three girls have little support at home with completing set tasks and homework.
Year 4: Eight children have been identified as been below the expected standard. Of these eight children six are female and two are male. Of the six females two of them are ESOL students and are currently receiving support for this. One of the girls has a high absentee rate which is currently being monitored closely all year. She is moving out of the area and will be attending a new school in 2017. One of the girls has started at Bombay school in Term 2 this year and came into the school with very low maths, working mostly within stage 2 and 3. She is grasping new concepts and has good home support. One of the girls is currently working with teacher aide support. The two boys identified as below 1 of them has high learning needs and is currently undergoing assessments through an outside agency and the other boy has dyslexic Tendencies, The remaining girls have been apart of a targeted maths group as part of ALIM this year and have received extra targeted maths lessons with Robyn Davis on a daily basis.
Tuhono Team - Maths ( Yrs 3/4)
Some of the adaptions that have been implemented in the Tuhono team to cater to needs:
*Many of these students are part of our inquiry. Have had extra maths lessons with Robyn as part of ALIM.
*Teacher aide time.
*Teacher trained in ALIM and shared this knowledge within the Year 3 and 4 team.
*Maths sessions 5 days a week.
* Regular assessments to determine where their next learning steps are and target programme around this.
*ESOL students have trained TA for support and intervention programmes.
* Differentiated programmes in classrooms for these children to work at their level and pace.
* Cross grouping in maths to better cater for specific learning needs and stages.
*Students are using Mathletics daily to reinforce and challenge their learning of basic facts and to maintain knowledge.
* Basic facts are given as part of homework tasks as well as maths - extra for experts.
* Using various apps on the iPad to support and reinforce knowledge and strategy been taught.
* Maths lessons been taught five days a week. Four of the days are number knowledge and strategy focus and the fifth day is dedicated to teaching Strand maths.
* Bigger emphasis around problem solving with all children as this has been an identified area of need.
In 2017 Kim and Robyn will be continuing with ALIM 2 and will run extra math sessionsfor our target children. Rochelle will also be doing this as well. We will be utilising time during the day when one teacher has both classes to free up a teacher to work with these target children.
Tuhono Team - Maths ( Yrs 3/4)
Kotuitui Team - Maths ( Yrs 5, 6)
Statement of Variance:
Statement of Variance: Maths - Year 5
By the end of Year 5 students are expected to be working at Level 3B/3P of the Curriculum in Maths.
There are currently 10 students sitting ‘Below’ expectations at the end of the year. These students include:
2 students who have dyslexic tendencies.
1 student who has Global Development Delay and autism disorder.
1 student who has cognitive learning delays.
1 student who has cognitive learning delays as well as long sightedness with a minor astigmatism.
1 student who has auditory processing difficulties.
1 student who has very little home support.
1 student who was absent for 8 months of the year in a European school.
There are no students who identify as being Maori who are below standard.
There are no Year 5 students who are Pasifika.
Out of the ten there are 6 girls and 4 boys
Statement of Variance: Maths - Year 6
By the end of Year 6 students are expected to be working at Level 3P/3A of the Curriculum in Maths.
There are currently nine students sitting ‘Below’ expectations at the end of the year. These students include:
1 student who has epilepsy fibrous dysplasia. This is affecting the growth of his heard and consequently his brain development and fine motor skills.
1 student who has dyslexic tendencies and auditory processing difficulties.
1 student who is medicated for depression. His mental health has an effect on his learning.
1 new student to Bombay and was not part of the students who were reported as being below during the middle of the year.
There are no Maori students in Year 6 who a ‘Below’ standard.
There are no Year 6 students who are Pasifika.
Out of the seven there is 2 girl and 7 boys
Adaptations, implementations, and catering to needs
Kakahu Team - Maths (Yr 7, 8)
Statement of Variance:
At the beginning of the year we noted that there were 30 students who were below expectation. We also noted that 21 of them were Year 7’s. The boys had a relatively positive attitude toward Maths but many of the girls felt that they were not good at maths.
We therefore started by building some confidence in them, creating open mindsets and adding ‘yet’ to negative sentence - “I can’t understand this problem yet!” We also looked at specific needs and noted that Number was a huge weakness with specific difficulties in fractions and decimals. We then tried to ‘plug some gaps’. We researched current thinking and looked especially at how other schools had accelerated progress and this became part of Teaching As Inquiry.
The new data shows that we have 15 students who are now ‘Target Students.’ Eleven of these students are Year 7. Of the 15 , one is an ORS student and six have identified learning needs (processing challenges, Irlens, ADHD, two are under Whirinaki) and one is a behaviour challenge, It was interesting to note of the 15 students below, two students had progressed more than one level, four had progressed a whole level, seven students had progressed two sub levels, only one student remained at the same level. These students all showed an improved attitude towards maths and we were beginning to shift their mindsets.
We looked in depth at the data and found that basic fact accuracy was a problem. They were slow to recall and inaccurate, especially in multiplication. This is already being addressed and will continue to be an everyday occurrence in the Maths sessions. We also knew that fractions and decimals were something that they had little understanding of and this is currently being worked on. We also saw that they had difficulty unpacking and solving written questions - often this is related to reading ability.
We decided that these students would also need to have an extra ‘teaching session’ targeting their needs and continue to work on strategies especially when problem solving. In her role as support to Robyn through her ALiM training, Susie is going to use some of the pedagogy to use with the target students to accelerate progress. As we have no extra time / Teacher Aide, these students may have a ‘Maths Lunch’ where they come and have their lunch as we work through problems - food could be an incentive!!
Kakahu Team - Maths (Yr 7, 8)
Statement of Variance:
At the beginning of the year we noted that there were 30 students who were below expectation. We also noted that 21 of them were Year 7’s. We completed the year with seven students not achieving standard - one is ORS.
Year 8: We have one student who has not achieved National Standards, and this student is sitting one sublevel below - working at Level 4B rather than 4P / 4A. Inconsistency in work has meant that ‘Achieved Standard’ cannot be justified across all strands of Mathematics.
Year 7: We have six students who have not achieved standard. One is ORS and working at Stage 4 - Level 1.
The remaining six are all on the cusp of Level 4. They showed during GLOSS that they are working at Early Stage 7, but basic facts and formal tests - Asttle moved them to Level Three. Two of these students we moderated and debated long and hard about their level but could not justify Level 4 across all Mathematical strands.
Accelerated Progress: We have accelerated the progress of all students but are especially pleased with the progress of our Target Students. Most of these students were working at Level 2, Stage 5 at the beginning of the Year and have now achieved standard - Stage 7. This was achieved by having an identified ‘Accelerant Group’. These students had targeted teaching both inclass and with an extra session with Susie while other students had teacher Reading. The focus was on problem solving as we identified that they were unable to ‘unpack’ problems and apply the correct operation to solve that problem. The problem was discussed both in partners and as a group and possible solutions were put forth. Students also had a equivalent problem to do at home (using the same strategies). It was noted that those students who religiously attended and completed the problems were the ones who made the most progress. Students also within their Maths class had a focus on Problem Solving. Again what was being done in the Accelerant group was being reinforced during their Maths class. Students were feeling successful and could see that they were improving. Progress, confidence and attitude has all increased in all students. This programme will continue again next year and go for the whole year. We are committed to ensuring these students have a positive, successful and progressive time at school.