HAURAKI SCHOOL ANNUAL R 2015 · used as part of inquiry learning and self assessment rubrics using SOLO were ... A school wide arts festival involved music, dance drama, and a piece

HAURAKI SCHOOL

ANNUAL REPORT 2015

Part 1 – Strategic and Non-Strategic Report

Part 2 – National Standards

Part 3– Analysis of Variance

Part 4 – ELLP Progressions

Introduction:

The school opened on 2 February 2015 with 403 students compared with 418 students at the beginning of 2014,

396 in 2013, 384 students at the beginning of 2012, and 370 at the beginning of 2011, 362 at the start of 2010, 338

at the beginning of 2009, and 328 at the beginning of 2008. 2015 started with 16 classes, seven in the Junior School

and five in the Middle and four in the Senior School. Class sizes varied throughout the year depending on the

number transitioning in and out of the school at any one time, but the maximum was 26 in the Junior School, 30 in

the Middle School, and 32 in the Senior School. A third new entrant class opened at the start of term 3, and a fourth

new class was started at the beginning of term 4. The roll grew steadily during the year and we finished on the 15

December with 469 students, compared with 451 students at the end of 2014, 459 students at the end of 2013, 440

at the end of 2012, 438 at the end of 2011, and 410 at the end of 2010.

It is with pleasure that I present my 2015 Annual Report. Progress against objectives outlined in the Strategic

Annual Plan, Non-Strategic Annual Plan, and Target Action Plan are reported against for the school community,

Board of Trustees and Ministry of Education. Five Strategic Aims provide a framework for this report.

PART 1 –STRATEGIC AND NON-STRATEGIC ANNUAL

REPORT 2015

Strategic Aim 1: All teachers are able to deliver the National Curriculum so students can achieve to the best of their ability. Goals as per Annual Plan Actions/Outcome Evaluation

1.1 All students are able to access

the N.Z. Curriculum evidenced

by the quality of programmes

being delivered and progress

and achievement data.

1.2 Focus on deep learning and in

particular continue to strengthen

the teaching of models for

learning in particular AFL and

SOLO taxonomy.

All classes followed timetables that were developed collaboratively within each

syndicate as well as across the school to ensure a balance of academic, cultural

and sporting opportunities was provided. Generally the mornings were dedicated

to literacy and numeracy, and inquiry took place in the afternoons. Physical

education and the Arts took place as much as possible in the afternoons also with

most cultural activities scheduled before school or at lunch times. Timetabling

ensured that for any one year level, reading, writing and maths took place at the

same time so that children who were withdrawn for additional support or

extension purposes were not being disadvantaged by missing out on something

else.

Triennial curriculum reviews were carried out over the course of the year by

curriculum leaders for each of Science and Writing. For each of these, the

process included reviewing quality of teaching, quality of learning, quality of

resourcing and making recommendations. Findings were presented to staff and

board. Copies of these reviews are on the Hauraki on line site, and also in a

master curriculum review folder. Other curriculum reviews scheduled for visual

art and dance/drama did not take place but are to be rescheduled for 2016.

Displaying learning intentions and success criteria as part of daily teaching and

learning featured in most classrooms and students are normally able to refer to

these when asked what they are learning.

Term and weekly planning continued to be of a high standard overall although

continuing to review these especially at some levels and in some curriculum area

will be a priority. Teachers continue to find aligning student goals to these

challenging particularly for reading and maths.

Self and peer assessment occurs often using rubrics but the success of this

varies.

Timetabling that is aligned has worked well

and must continue to be a priority.

Consider using teacher aides in classrooms

more to assist children rather than

withdrawing them is to be considered in

2016.

Updated curriculum reviews have provided

future direction for continuing

improvement. Some recommendations

resulted in immediate changes while others

will become part of future annual or

strategic plans.

Continued revisiting of AFL generally is

needed with a number of new staff on

board.

Spelling/word study planning to be a focus

for 2016.

Teaching of inquiry to be a school wide

focus.

1.3 The School Scheme reflects

current practices.

1.4 Student inquiry encourages

ownership of learning for

students.

1.5 Strengthen provision for

teaching of te reo and tikanga.

Quality and quantity of feed back varies across the school.

Providing students with goals for reading, writing and maths that they then

select from has proved worthwhile for assisting children to have greater

ownership of their learning. When teachers integrate student goal setting with

their teaching of a particular concept children demonstrate greater ownership

and are able to articulate the goal they are working on at any one time. In many

classes students have personal goals as well as curriculum goals.

SOLO taxonomy continued to be an important model of learning in 2015. Staff

meetings were held to develop teacher competence with the implementation of

SOLO. It proved to be a powerful self assessment tool when used consistently

by teachers and supported by resources for students to refer to. It was most often

used as part of inquiry learning and self assessment rubrics using SOLO were

commonly used. It was great to see children and teachers co-constructing rubrics

together in some classrooms. Teacher inquiry planning was formatted using

SOLO to ensure deep learning.

Staff provided examples of SOLO they had used in their classrooms that

contributed to a presentation for a visiting school to see how SOLO is

implemented in our classrooms.

An addition to the school’s mission statement was made to include the words ‘ ..

and be contributing citizens within their community as a result of community

consultation.

Alterations were made to the School Scheme to reflect curriculum changes that

included the following sections: Student Goal Setting, Mid-Year Reading,

Writing and Maths Assessment Guidelines, Teacher Inquiry, New Entrant

Assessments and Report Writing Guidelines.

Spelling progressions for levels 1 and 2 (years 1-4) that provide greater direction

for the teaching of spelling were also added to the Scheme.

PAT Spelling/Grammar test was administered to year 5/6 students that assisted

with identifying strengths and weaknesses.

Handwriting progressions were revised to provide greater direction for teachers

and ensure consistency across the school. These are included in the School

Scheme.

A planned review of inquiry topics in the School Scheme was postponed. No

specific professional development opportunities were provided for staff in this

area. Teachers generally followed guidelines outlined in the Scheme. This was

largely teacher directed throughout the school and depth of learning that resulted

varied across the school.

Two Maori language assistants employed as part of the tuatahi programme

Set down expectations for the amount of

written work in exercise books during year

6 classes.

Feed back and feed forward continues to be

an area of focus.

Guidelines for goal setting are to be revised

with a number of new staff on board.

Continue to revise goal sheets.

Continue to look for opportunities to

integrate SOLO.

Revisit SOLO to ensure all staff including

new ones, have common understanding.

Level 3 spelling progressions to be

developed.

Use this data so that its findings help

determine future plans.

Identified as a staff development focus in

2016.

Participation in the te reo tuatahi

programme is to continue in 2016.

1.6 Review ESOL programme.

1.7 Health and P.E. programmes

currently being taught reflect

the needs of students and our

community.

1.8 The provision of a range of

cultural and sporting

opportunities for students is

given priority.

taught year 5/6 once a week throughout the year. The programme was oral based

with a focus on pronounciation and conversational Maori.

They also taught junior kapa haka.

With new staff in this area, the focus was on upskilling the newly appointed

teacher . ELLP matrices continued to be used for tracking and monitoring

progress with success.

We became an official travelwise school and provided a number of opportunities

for students to engage in, such as KOS.

The Walking School Bus increased its number of routes form one to three in the

latter part of the year.

Healthy eating practices continued to be encouraged with the sushi and pita

lunches provided most weeks.

Occasional sausage sizzles provided by the PTA as a treat also proved popular.

The Arts continued to feature strongly in the school. A music specialist

provided music lessons for most classes school wide throughout the year. In

addition to timetabled lessons, a number of additional opportunities were

provided.

A Middle and Senior Choir practised weekly and were given opportunities to

perform at school publicly but also in the community. The seniors, for example,

performed at the local lifestyle village and the middles at a Kids for Kids

concert.

A year 5 and a year 6 orchestral group were led by music specialist, Mr Tony

Ramsay and they along with a rock band also practised weekly and performed to

audiences.

A marimba group for year 4 children led by Miss Rebekah Waller also featured.

Dance classes were taught during lunch times to varying groups over the course

of the year by outside expert, Miss Jane Carter. Groups performed at the

Peninsula Dance Festival.

A school wide arts festival involved music, dance drama, and a piece of art by

every child was on display. This event was performed twice to the parent

community on to occasions. A number of pieces of art were also exhibited at the

peninsula arts festival held at Stanley Bay School.

A Junior Christmas concert featured an item by each of the nine classes and

proved to be a memorable experience for children and parents.

A Maori cultural group of approximately 30 interested children practised

singing and actions each week under the direction of Mr Garry Pratt and Mrs

Sue Malone. They performed admirably in public on a number of occasions

Carry over planned 2015 actions to 2016.

Continue to further develop the walking

school bus if possible.

1.9 Environmental sustainability is

encouraged.

1.10 Values teaching which

reflects the school’s underlying

philosophy is built on.

including the Onepoto Festival.

A Junior kapa haka also practised weekly under the direction of tuatahi language

assistants.

As in previous years the waterwise programme continued at Narrow Neck beach

for year 6 students and we are grateful to the willing group of parent instructors

who assisted. All year 6 students participated on a fortnightly basis in terms 1

and 4 and as usual this proved to be a popular component of the school

programme. They learned to sail and kayak.

Gymnastics featured again this year that involved 30 students thanks to Ms

Nikki White and Miss Madeleine Langley. Teams competed in the North Shore

Primary Schools’ Competition with success.

Ten children competed in the Mt Ruapehu primary schools ski competition over

the course of a week in August under the direction of parent and board member

Mr Chris Bonham.

Twelve netball, three basket ball, and four hockey teams represented the school

on a weekly basis outside school hours and achieved a number of worthwhile

results. Senior children, in particular, were encouraged to take part in at least one

representative sport. I am grateful to Mr Christopher Pipes, Miss Melanie

Rickard and Mrs Donna Golightly for their organisation of these teams. Twilight

netball, summer hockey and touch rugby featured during term 4 as well. Support

from parents as coaches, managers and/or referees was also much appreciated.

Also, there were two rugby teams thanks to Mr Michael Hebden who was ably

supported by parents. Four soccer teams were organised by Mr Pipes and

competed with success. Two cricket teams that played two inter-school matches

were organised by Mrs Franklin.

Sports Days were held school wide for each of swimming, athletics, and cross

country and many parents attended these events. Children who excelled in each

of these participated in inter-school events and again it was a very successful

year for Hauraki School with a number of our athletes taking the top placings.

Kiwi Sport funding of $5968.82 was spent on providing all students with the

opportunity to participate in snag golf and also contributed towards the cost of

implementing the Cracker Jacks organised by Quantum Sport. This programme

has built on the values philosophy that underpins our school in the area of sport.

The school gardens have thrived under the direction of Mrs Sandra Winder and a

group of interested students.

The teaching of values continued by focussing on one per term and during 2015

Hauora, Accountability, Kindness and Integrity were integrated into daily school

1.11 Further develop the

integration of IT across the

school to maximise teaching

and learning opportunities.

life, assemblies and as well in the classroom and playground. Recipients of

certificates were acknowledged on our values tree in the foyer. Most teachers

showed a high level of support for the teaching of these by following up in

classrooms with a variety of activities and some were shared at assemblies.

The Cracker Jacks programme was the subject of several staff meetings and

introduced as a way of strengthening our values philosophy in P.E. programmes.

Once again all year 6 students were encouraged to develop leadership skills with

the launch of a ‘Leadership Day’ facilitated by ex- Board Chairperson, Mr

David Hansen. This involved exploring the leadership concept, a range of team

building exercises, and listening to inspirational Takapuna Grammar student

leaders.

The election of house and deputy house captains also took place at the beginning

of the year and they were given a number of specific responsibilities during the

year. Also there were library, computer, road patrol, P.E. shed, lunch and office

monitors.

The integration of IT into learning continued to develop in 2015 across the

school. Specialist staff assisted with this up to three days a week.

There was an expectation that all staff would update their class pages weekly

and most adhered to this.

A new site for staff planning was set up within our google domain for teacher

planning and all staff over time were upskilled in the use of google docs. All

planning has now been converted to google docs.

All classes from rooms 1-13 were set up with a class email which meant their

students could use google docs rather than word for any online writing. Folders

were set up by Donna inside each class account for those who wanted them.

IT teachers provided some support in classrooms for teachers but this was

limited. A successful development has been the use of ipads for recording

students’ thinking so that the teacher and children can reflect back.

Ipads in junior rooms were all set up with the same apps to ensure consistency.

The selection of apps that can be easily exported or saved has been important.

Saving straight into google drive has simplified the whole process.

Active boards continue to be used in all rooms but maximising their potential by

taking advantage of the interactive nature of them is limited. Due to age some

projectors and bulbs are going to need replacing before long.

Tumbles for reading and maths particularly have been well used but the use of

apps to support the learning effectively is an on going area for development. The

idea of voice recording has been seen as useful by some teachers.

The middle school has become more proficient with the use of google docs.

Students can access the class account, open the folder and create a document as

On going encouragement will be needed for

this to be sustained.

Providing all year 6 students with a

responsibility meant some students needed

close monitoring to ensure they carried out

their duties.

Organisation of material on class pages is

to be a 2016 focus.

Ensure planning is uploaded to the Hauraki

site.

This made it a lot easier to organise and

access work efficiently.

Linking this expectation to appraisal has

given strength to the teacher inquiry

process.

Saving straight into google drive has been a

great step forward but teachers need to

ensure that updates are completed regularly.

Focus on being able to select the most

appropriate app for a given purpose.

Next step is to develop tools like inserting

and editing an image and use the wrap tool.

Staff and student training needed at

beginning of 2016 for use of Access-It.

1.12 The information centre

provides improved accessibility

to resources that support

teaching and learning.

1.13 Review homework across

the school to ensure

consistency.

1.13 Teacher inquiry practices

strengthen the link between

evidence and practice.

1.14 Teacher and student

assessment practices and recording

across the curriculum are consistent.

1.15 New opportunities for learning

are considered outside of school

hours.

well as use the basic text tools.

The BYOD year 6 classes became very independent with google docs, google

slides, tables, and to a certain extent google drawings. Sharing students’ learning

with parents has been appreciated by them.

A record of all digital equipment is kept and has been updated. Fourteen chrome

books were purchased and successfully trialled in the senior classes. The lease of

four teacher laptops was renewed and we purchased the old laptops for

classroom use.

Maintenance of equipment has been on going. A new server was investigated at

the end of the year as this needs replacing.

After research took place a decision was made to replace the existing

Athenaeum library system to Access-It a much more modern and user friendly

system that is cloud based. The sum of $8175 included a library software

package, licence fees, data migration from the old system, training programme

for staff, cloud hosting, barcode scanner, and travel estimate.

Regular weekly homework was provided by each class and this was generally

consistent within each syndicate. It was expected that homework reflected

current teaching and mostly focused on reading, spelling and maths.

Each class teacher selected a group of 6-8 target students who were not

receiving help from any specialist teacher to particularly focus on. This involved

regularly identifying what the students needed to learn next, strategies needed to

achieve these, and recording how the teaching practice changed to meet the

needs. Many pleasing gains were noted.

Each teacher was provided with a term planning, assessment and weekly

planning folder as well as an updated copy of the School Scheme.

Assessment sheets were reviewed. On going review of the assessment folder and

what is recorded in is on going.

All teacher assessment sheets were set up to align with planning and student

goal sheets for each syndicate.

Pre and post tests were conducted for each of the maths strands for year 4-6

students.

Kelly Sports taught a skills based programme once a week after school for part

of the year and a popular lego club was also offered each week Friday after

school.

Small groups and individual tuition was provided throughout the year in our

Blinds requested for rooms 5-8 as difficult

to see the board.

Need to look at homework across

syndicates to ensure that the amount is

progressive and that it is a reinforcement of

what is taught in the classrooms.

Teachers need to be more specific with

making comments ensuring that they are at

the heart of learning.

Students were aware of their goals and their

ability to reflect was best where teachers

actively encouraged and guided students

regularly. Putting time aside specifically for

this purpose proved worthwhile.

Having goals provided that coincided with

student needs made the process of

reflection and identifying next learning

steps much clearer for students. They are to

be implemented school wide in 2014 for

reading, writing and maths.

Music Centre for students learning a range of instruments.

French was taught weekly after school on a Friday to a small group of

committed students.

Chinese was taught to a group of approximately 15 students for part of the year.

The lego club run by a school family that was held each Friday after school

proved popular for many children.

Strategic Aim 2: Assessment practices that better inform student achievement and next learning steps in relation to National Standards.

2.1 -2.7 Refer to Part 3 of this document: NAG 2A (B) and (C) including the Analysis of Variance for all details of National Standards reporting.

2.8 Special needs students are

supported so that they progress to the

best of their ability.

• The Registers for Special Needs and Gifted and Talented continued to be updated

at least twice during the year.

• For the first time small groups of year 3 and year 4 students needing additional

support were withdrawn from their classes separately for each of writing and

maths and taught by specialist teacher, Mrs Kerry Clark four days a week. This

extra help continued for year 5 and 6 students taught by Mrs Christine Dean. These

groups have allowed children to work at a slower pace in order to consolidate their

learning. Details of progress made for students is included in the Analysis of

Variance Report.

• Thirteen children went through the reading recovery programme with Mrs Carolyn

Jones and four will be carried in into 2016. Three were referred ion to RT Lits as

they were discontinued successfully from reading recovery but further support was

needed as they struggled to read unseen text independently.

• Using Quick 60 Resource and school readers Mrs Jones worked with 35 children

over the course of the year. All of these children have achieved national Standard

except four who were then taken into reading recovery.

• Using the Alpha to Omega format Mrs Jones took spelling groups of year 3 and 4

students involving 30 children. The focus was on learning spelling rules, and ways

to remember common sounds. Four children from this group displayed dyslexic

tendencies and were taken individually for a dyslexic based programme.

• The Stareway to Spelling programme was provided for one student who completed

it successfully.

• Rainbow Reading supported a number of year 6 students for three terms by

providing reading mileage and fluency and increased ability to comprehend more

complex material.

• Steps to Literacy programme, a computer driven intervention combined with

teacher instruction focused on four children, two taught by Mrs Carolyn Jones and

two by Mars Kerry Clark. All four have made significant progress.

• A Maths knowledge recovery programme was taken by a teacher aide that focused

quick basic facts recall. 29 year 4 and 5 students and some year 6’s were part of

Up to date registers were achieved.

Learning to transfer what they know is a

focus for these children as they gain

confidence in themselves and their ability.

Increased confidence for students noted.

Virtually all made progress in each of

writing and maths with a few achieving

National Standard. See Anaylsis of

Variance report.

These students remain fragile and and will

need to maintain a consistent effort in order

to spell correctly. The dyslexic based

programme is to continue in 2016.

This is to continue in 2016 and training for

teacher aides by RTLB has been organised.

Increased confidence with reading for all

students.

2.9 Challenging programmes and

different opportunities for students

achieving above National Standard

are provided.

2.10 Comply with Ministry reporting

and legal requirements.

this and all have made at least some progress.

• A phonological awareness and phonetic awareness group for year 1 and 2 students

helped to consolidate sounds needed to attempt unknown words in writing and

reading. It has been very beneficial for the reading recovery children.

• Fine motor groups for year 1 and 2 students practised formation, size, and

placement of letters so that writing can become automatic thereby allowing

children to focus on the cognitive task of writing their ideas. It has been a slow

process but the children have done well with this intervention. Some gross motor

strength work was built into the programme as some of these students had

difficulty with core strength, posture and finger strength.

• Special needs programmes were also supported by a number of outside agencies

including Ministry group education personnel, speech language therapists,

Outreach Service, RTLBs, and RT Lits.

• All new entrants and year 1 students took part in a perceptual motor programme

for half an hour daily to help fine and gross motor development. Sufficient help to

run the programme was an ongoing issue.

• Extension maths classes were held daily for each of year 4, 5 and 6 maths students.

These coincided with maths time in their mainstream classes.

• Extension writing took place daily for able year 6 students.

• Future problem solving was a focus for a group of senior students.

• Extension opportunities in science were provided also for middle school students.

The following policies were reviewed and adopted by the board:

• Health and Safety

• Drugs and Alcohol

• Crisis Management

• Copyright

• Cycling

• Non-Custodial Access

• Theft and Fraud

• Community Consultation

• Teacher Induction

• Homework

• Stand-down, Suspension, Exclusion and Expulsion

• PTA

• EEO

• Units

• Curriculum delivery

• New Entrants’ Evaluation

• Finance

Programme organisation to be changed to

avoid cancellation by timetabling two

teacher aides for each session.

Maintain this gross motor component as

part of this programme.

These programmes all ran successfully and

had the effect of reducing the size of

mainstream classes.

Policies are kept on to the Hauraki website

as they are reviewed and a master copy

only is held by the principal.

.

• No new policies were introduced.

• Prepared a 2015 Charter that included Mission statement, Values, Vision,

statements on cultural diversity, Maori dimension, community expectations, and

Principles, Strategic Plan 2015 – 2017, Annual Plan 2015, and an action plan for

target groups.

• This 2015 Annual Report that included the following was completed for the Board

and MOE. It included a:

• Strategic Annual Plan report

• Non-Strategic Annual Plan report

• School-level student achievement data has been analysed in relation to National

Standards. (Nag 2Ab). It identified:

• school strengths and weaknesses

• basis for identifying areas for improvement

• planned actions for lifting achievement See attached.

• A report in relation to National Standards provided incite into student progress and

achievement including Maori, Pasifika and Gender. (Nag 2Ac). See attached.

• Analysis of Variance. See attached.

• The school was open for instruction for the required 388 half days.

• Compliance with the Code of Practice for International Students took place during

the year and this was formally reported on once during the year. Four international

students attended during the year.

Develop a policy for storage and disposal

of staff property in 2016.

The 2015 School Charter was approved by

the Ministry.

Reports have provided clear direction for

identifying school wide strengths and

weaknesses.

Target groups were able to be easily

identified using 2014 data.

The ESOL target group was reported on

using the new ELLP MOE template and

included as part of the Analysis of Variance

for the first time.

Communication was received from the

Ministry acknowledging our compliance.

Strategic Aim 3: Personnel: All staff support students to maximise their potential in a positive, motivating and challenging learning environment.

3.1 Reduction of class sizes is a

focus.

An additional staff member was employed four mornings a week to teach

writing and maths to small groups of students in year 5 and 6. This was in

addition to another staff member who taught writing and maths to small groups

in year 3 and 4, as well as a specialist teacher who taught the gifted and talented

maths programmes for years 4-6 run on a daily basis. This same teacher also

provided some assistance with the teaching of specific inquiry programmes.

These additional staff have had the effect of reducing the class sizes during

writing and maths times particularly that has benefitted class teachers and

Reduced class sizes for writing and maths

highlights the importance of careful

timetabling so that all one year level has

maths or writing at the same time.

3.2 Consider appointment of staff

that ensures strength across the

curriculum.

3.3 A refined appraisal process that

is closely aligned to effective teacher

inquiry.

3.4 Provision of professional

development that coincides with

identified needs.

3.5 Liaison with other local schools

remaining students.

Staff with strengths in Maori, Visual Art, Dance, Drama, Inquiry and Sport

have been appointed for 2016 that will enable the leadership of these areas to

progress.

Staff appraisals were carried out for all teachers by appraisers, either syndicate

leaders or the principal. Teacher registration criteria and interim professional

standards were used as a basis for this. Each teacher was provided with a

performance appraisal document, and a schedule was followed throughout the

year. Individual developmental goals as well as whole staff development goals

were incorporated into this. In addition each teacher selected an inquiry

question to pursue that was self selected. Most chose an aspect of maths that

coincided with our professional development focus, Whole staff development

emerged from trends in student data and teacher inquiry.

Maths was the major professional development focus for the year under the

guidance of outside facilitator, Lucie Cheesman. Several staff meetings were

held that focused on development of content knowledge for the teaching of

fractions, place value, multiplication thinking and developing mathematical

discourse particularly. All staff got to observe Lucie teach two lessons over the

course of the year that staff appreciated and found useful for enhancing their

own practice.

We also participated in a Ministry contract for Maori that involved a facilitator

visiting the school on three occasions. The focus was on utilising Te Aho

Arataki Marau effectively, gathering Maori achievement data, providing

effective teaching and learning methodologies with the aim of increasing the

use of te reo in classrooms and wider school environment.

Google docs was introduced and used by teachers for planning and setting up of

class pages.

A range of other staff development took place that included ensuring staff had a

sound understanding of all requirements set out in the Scheme document and

administration of tests.

Senior staff attended a Joy Allcock spelling session, and two staff attended the

Writers Conference, both of which were helpful with developing our School

Scheme.

Other professional development related to individual needs identified through

the appraisal process.

Participation with other local schools for enhancing writing and in particular

achieving consistency with the assessment and moderation of this was a goal

It is recommended that teacher inquiry,

student inquiry, Maths teaching, AFL and

SOLO continue to be an integral part of

appraisal documents in 2016.

Recommended that teachers continue with

the same inquiry question if they feel more

time to explore this would be of benefit.

Continued revision of Scheme requirements

needed that reflected professional

development upskilling.

Some impact was made on improving the

teaching of te reo but unfortunately this

contract was not completed because of the

facilitator leaving.

for the purpose of professional

learning is encouraged.

3.6 Commitment to EEO

and this was largely achieved.

There has been some pressure applied by local schools for us to join a

community of schools as past of the IES government initiative. This has been

considered but at this stage we can see no benefit for Hauraki to be part of this.

EEO guidelines were followed with the appointment process and all aspects of

school life.

Teaching staff were provided with their classroom release entitlement. This was

mainly provided during music time when classes were taught by specialist

Music teacher, Mr Tony Ramsay. Additional time was allocated in terms 2 and

4 for testing and report writing.

Mrs Rachel McIver left at the end of term 2 and was replaced by Mrs Kate

Green. Mrs Hannah Ross-Thompson went on maternity leave in early

November and Mrs Emma Mackintosh taught three days a week for the

remainder of the year.

Mrs Andrietta Smal opened a class of new entrants at the beginning of term 3,

and Mrs Meredyth McFarlane opened a new class at the beginning of term 4.

Each appointment process followed guidelines set down in the ‘Appointments’

and ‘EEO’ Policies.

Equal employment considerations are reflected in a number of current policies,

for example, EEO, and Staff Appraisal. Once again over the past year we have

consistently aimed to achieve a very positive work environment for staff where

job security and self worth are valued. The staff is formally supported in their

professional duties through regular whole staff meetings, syndicate meetings

and the appraisal system.

All teacher staff were provided with

classroom release entitlement but additional

time over and above CRT was also

provided for testing purposes.

Our values based culture is evident with

staff as well as students. A high level of

collaboration and professionalism is evident

in all aspects of school life.

Strategic Aim 4: Community Engagement: A culture where a strong home and school partnership prevails.

4.1 Consult regularly with the

school community.

4.2 Enhanced communication with

At the beginning of 2015 a new triennial strategic plan was developed based on

a community survey as well as board and staff feed back that is available on the

school’s web site. A summary of community consultation findings as part of

this planning process was presented at the Meet the Teacher evening in

February. Overall a high level of satisfaction with the school was evident.

As part of the survey parents were invited to comment on our health

programmes, a two yearly requirement.

A Maori hui took place one evening earlier in April that was attended by

seventeen members of the school community. This included a presentation of

Consultation provided some good strategic

direction for future spending and a number

of suggestions were incorporated into the

new plan.

Changes were made to some food items

provided for sausage sizzles.

parent community to ensure

greater transparency by board

and school.

4.3 Increased parental

participation is to be

encouraged.

achievement data and what we do for students as Maori at Hauraki followed by a

question and answer session and food. We were fortunate that the facilitator for

our Ministry Maori contract was able to attend and lead the group in a karakia as

well as make valuable contributions to discussion.

Parents of senior students using devices were invited to feed back and overall

there is sound support for the use of these. A presentation was also made by Mrs

Donna Golightly to parents of year 5 students who are to be in digital classrooms

in 2016.

A Hauraki School face book page was set up and is managed by Donna

Golightly. This has provided another avenue of communication that is

appreciated by parents.

Regular formal communication with the parent community took place

throughout the year. In week 2 of the school year all parents were given the

opportunity to listen to their child’s teacher about programmes and expectations

for the year, then in week 4 a ten minute interview slot was provided for each

parent and teacher to discuss progress to date. At the end of term 1 students

shared their work for the term with parents. At the end of term 2 a written report

for reading, writing and maths was provided followed by a parent interview. At

the end of term 3 children shared their term 3 inquiry, and at the end of term 4 a

written report covering all curriculum areas was provided.

A communication section at the top of weekly homework sheets has been

appreciated by parents.

Being able to refer to the Hauraki site for daily notices and also class blogs has

increased our avenues for communication with parents.

Rostered parent help in classrooms has been appreciated by teachers.

Open Days were held in each of terms 1, 2 and 3 for prospective parents and

their children. Regular visits were made to each of the contributing preschools.

The insert section of the school prospectus was updated at the beginning of the

year.

Sharing assemblies were well received by parents.

A 2015 Year Book was produced that all students contributed to.

A successful end of the year assembly enabled children to display their singing

and performance skills. The total number of special presentations was thirty

four. All year 6 students were presented with a leaving certificate and those who

received trophies also received a medal with their name engraved on it for

keepsake.

Enrolment form is still to be reviewed to incorporate a section on how new

parents might contribute to the life of the school.

The opportunity for parents to hear about

proposed programmes, how devices are to

be used and answer questions was well

received by parents.

This sequence of formal reporting worked

well and provided good balance. Continue

to review written reports we provide.

Review enrolment pack and enrolment

form for 2016.

An updated prospectus is recommended in

2016.

Need to ensure all main school events are

recorded in the year book. Some formatting

issues to be addressed in 2016

4.4 An updated web site that

provides increased

information.

Greater exposure in local

newspapers to reflect school events

and achievements is to be

encouraged.

.

The current web site was given a fresh new look at the beginning of 2015. New

photos were included and tabs added that made for easier access. The sports

section was developed to include codes of conduct for the various codes. An A-

Z directory provided answers to frequently asked questions. All other pages

were updated to reflect current practices and in some cases more information

added.

Little effort was made to reflect school events and achievements in local papers.

The new web site was well received by the

community with many positive comments

received.

A dedicated person is needed for this

purpose.

Strategic Aim 5: School Finance and Property: Provision of a physically and emotionally safe as well as purposeful and attractive environment that enhances

students achievement and sense of community.

5.1 Upgrade pergola area.

5.2 Classroom capacity that reflects

flexible learning environments is to

be increased over the next few

years.

5.3 Explore possibility of

incorporating some surrounding

land into the school grounds.

5.4 Upgrade and extension of

playgrounds to be considered.

• A combination of government grants, parent donations, international student fees,

and the P.T.A. financed the school’s operations in 2015. Because of increased roll

growth that brought increased staffing the Board needed to contribute a very small

amount only to staff salaries. Significant expenses however, included curriculum

expenses particularly readers and library books, IT, and professional development

for staff.

• The pergola roof was completely replaced with clearlite that had the effect of

providing considerable more light and improving safety. It was decided that the

remaining upgrade to this area will be incorporated into the upgrade of the brick

area to be completed in the near future.

• Two temporary prefabs have been bought on site while a new block of classrooms

is built, the exact location of which is still to be decided. An initial concept

drawing of a two storied area to replace the brick building is underway. This

would provide much needed withdrawal space and also storage area.

• Because of our growing roll and the likely future development of ex-navy land the

possibility of incorporating some surrounding land into Hauraki School has been

floated with Nagati Whatua and the Ministry. They have shown some interest and

this is to be followed up on in the new year.

• Funds raised by the PTA that amounted to $138 000 in 2015 are tagged for the

junior school playground. Plans have been made to upgrade this which are to get

underway early in 2016. An extension to this playground is on hold until the

location of the new classroom block is determined.

5.5 Library upgraded to become an

efficient and well functioning

information centre.

5.6 An on going commitment to

ensuring high standards of health

and safety .

• New carpet and blinds have been installed.

• All shelving has been replaced that has made for improved access to books. Also

new blinds have been installed.

• Much PTA money carried over from the previous year was spent on increasing and

replacing readers and library books.

• A number of toilets and toilet areas have been upgraded and an increased number

of soap dispensers added.

• ‘Top Trust Cleaning Services’ continued to provide a satisfactory standard of

cleaning throughout the year that was monitored on an on going basis.

• Ongoing minor repairs and maintenance took place.

• The school buildings received an updated warrant of fitness at the end of the year.

• The swimming pool also received a certificate as evidence of meeting the required

standards.

Carpet replacement is scheduled for

January 2016.

Providing additional toilets will be a

priority when building a new classroom

block.

Regular checks throughout the year

according to checklist ensured potential

hazards were eliminated as much as

possible.

Ministry of Education | National Standards NAG2A(b) reporting commentary

National Standards NAG2A(b) reporting

Reporting commentary on students in years 1 to 8 that use The New Zealand Curriculum.

Date: December 2015

School name: Hauraki School School number: 1304

NAG2A (b)(i) Areas of strength

National Standard subjects: Reading, Writing, Maths

Discussion: Reading

87% of all students achieved at or above National Standard in 2015 compared with 90% in 2014.

Pakeha/Other European continued to featured most strongly with 89% of students achieving at or above with the Asian cohort very closely behind.

82% of Maori students achieved at or above standard.

95% of all students after two years at school achieved at or above National Standard.

93% of students after four years at school achieved at or above National Standard.

Approximately the same number of girls and boys achieved National Standard.

Writing

83% of all students achieved at or above National Standard compared with 82% in 2014.

All five Pasifika students met National Standard

85% of each of Maori and Asian cohorts achieved at or above National Standard.

89% of each of year 4 and year 5 students achieved at or above National Standard.

83% of year 2 students achieved at or above National Standard.

87% of girls met National Standard compared with 77% for boys.

Maths

88% % of all students achieved at or above National Standard in 2015, the same as in 2014.

92% of Asian students met National Standard with 40% of them achieving above Standard.

88% of Maori students met Standard.

91% of each of year 1, 2 and 5 students achieved National Standard or better.

92% of girls achieved National Standard compared with 88% for boys.

NAG2A (b)(i) Areas for improvement

National Standard subjects: Reading, Writing, Maths

Discussion: Reading

40% or 2 out of 5 students achieved below National Standard.

18% of Maori students were below Standard.

22% or 17 students did not achieve National Standard by the end of year 1.

11% of students in each of year 3 (21%) and 5 (16%) were below Standard.

Writing

22% of boys achieved below National Standard compared with 12% of girls.

33% of year 3 students at the end of the year had not reached National Standard.

20% of year 6 students did not meet National Standard.

Maths

20% of year 6 students did not achieve National Standard.

15% or 8 students did not meet National Standard at the end of each of year 3 and 4.

NAG2A (b)(ii) Basis for identifying areas for improvement

Discussion: Reading

For year 1, 2, and 3 students’ running records were administered by class teachers and overall teacher judgements made using guidelines provided to determine individual students level of achievement. Reading recovery data also contributed to decisions made.

For year 4-6 students overall teacher judgements were made using asTTle triangulated with Probe results, PAT data and teacher observations.

Writing

At the end of the year all year 1-4 students wrote a recount of the school fair that was marked using asTTle criteria and moderated within and across syndicates. Exemplars assisted with this process and teacher observation also contributed to the overall teacher judgement for each student.

Maths

Overall teacher judgements were made using Gloss and Ikan/Jam results as well as teacher observation of class work. For year 4-6 this was triangulated with PAT and AsTTle results. Consideration to the Number strand only is given in this report.

NAG2A (b)(iii) Planned actions for lifting achievement

Discussion: Reading

Using end of 2015 data identify specific students across the school needing additional support and timetable appropriate interventions for them.

Continue with the provision of reading recovery, phonetic awareness, Alpha to Omega, Seven Steps to Literacy, Quick 60, rainbow reading programmes and other specialist programmes for individuals or in small groups.

Continue to ensure that Sheena Cameron reading strategies are taught explicitly every week and that instructional reading groups take place every day.

Ensure all children can articulate the goal they are working on at any one time using the goal sheet provided as a guide. Record progress on these goal sheets.

Writing

Continue with small group tuition by specialist teachers in year 3/4 and year 5/6 at year 5 and 6 levels.

Continue with specialist programmes such as Stareway to Spelling.

Review allocation of writing genre to ensure children are being given opportunity to write every day with a focus on recount and narrative.

Continue to develop children’s ability to take ownership of goals provided. Record progress on these regularly.

Provide in class support for those who need it using teacher aides as much as possible.

Maths.

Continue to provide small group assistance for each of year 3, 4, 5, and 6.

Provide extension programmes for years 4-6 thereby reducing class numbers during maths time.

Focus on the learning of basic facts especially in the senior school.

Continue with maths recovery programme taken by trained teacher aide.

Demonstrate ownership of goals by being able to articulate these at any one time and record progress.

NAG2A (b) (iv) Progress Statement

Discussion: Reading

Overall reading results are similar to previous years although there were slightly more students who did not achieve National Standard this year.

A high level of achievement for reading has been maintained in 2013 with 90% of all students achieving at or above expectation compared with 91% in 2012. Results across all levels and ethnicities portray very similar trends when both years are compared.

Specialist teacher resourcing amounting to 1.8 teachers enabled additional support solely for those students who had been identified as being below National Standard or considered fragile. Results indicate that such intervention is very helpful to such students. One teacher, Kerry Clark taught reading four days a week to a year 4 group of eight students and a year 5 group of nine students. Reading Recovery taught by Carolyn Jones benefitted ten students over the course of the year and other programmes that assisted mainly dyslexic children students were Alpha to Omega and Seven Steps to Literacy. Rainbow Reading featured for up to 40 students over the course of the year. RTLB, RT Literacy support, group special education psychologists, and teacher aide support were also provided for select students. A phonological awareness and phonetic awareness group set up to consolidate reading sounds for year 1 and 2 students also proved worthwhile. A specialist ESOL teacher (.4 per week) tutored students over the course of the year.

Pleasing results overall reflect the strength of classroom programmes. In most classes these are taught explicitly to a high standard and there is a focus on one particular strategy at any one time. These are reinforced through follow up activities as part of reading tumbles.

Provision of specialist help from Mrs Carolyn Jones’ with the provision of reading recovery, alpha to omega, and seven steps to literacy that mainly catered for dyslexic children have been invaluable. Mrs Kerry Clark has also provided advice for class teachers.

The rainbow reading programme has benefitted a large group of students by providing additional reading mileage for those who need it.

A phonological and phonetic awareness group for junior students has helped children consolidate sounds they need to attempt unknown words in reading and writing.

Target children over and above specialist assistance in each class were tracked.

Writing

The explicit teaching of writing strategies across the school is reflected in the writing children are producing which overall is to a high standard.

Children are aware of the different purpose for writing and most are aware of the success criteria for each of the genre.

Continued focus on providing as much opportunity to write as possible is important. It has been suggested that SSW be introduced to provide writing mileage in addition to the writing programmes being currently taught.

Fine motor groups for year 1 and 2 students has been an important part of developing skills for some children new to school.

Provision of small withdrawal groups four days a week by specialist teachers, Mrs Kerry Clarke and Mrs Christine Dean provided invaluable support for these students.

A specialist ESOL teacher (.4 per week) tutored students in small groups over the course of the year.

Target children over and above specialist assistance in each class were tracked. Maths

All class programmes have followed the School Scheme that provides guidance for the delivery of maths across the school. Continued monitoring is recommended so that the teaching needs of each stage are fulfilled. The use of equipment as part of daily lessons is essential for developing understanding of concepts being taught.

Small group tuition by specialist teachers and teacher aide have proved invaluable for developing children’s confidence and mathematical ability.

Greater expectations for the learning of basic facts would benefit children especially at the senior level.

Target children over and above specialist assistance in each class were tracked.

Ministry of Education | Analysis of variance reporting

Analysis of variance reporting



Focus: Year 3 Writing group – 11 students

Strategic Aim: National Standards are used effectively to support improved student progress and achievement for writing.

Annual Aim: Reduce the number of year 3 students in the below category and strengthen the writing ability of students who only just make National Standard.

Target: Accelerate these students’ writing so that they all meet National Standard and are achieving at 2B or better by the end of the year.

Baseline data: At the beginning of 2015 all eleven students were below National Standard, one student was just below at 1A, eight were at 1P, and two were at 1B.



Analysis of variance reporting Actions (what did we do?) Outcomes (what happened?) Reasons for the variance (why did it happen?)

Evaluation (where to next?)

These students were withdrawn from their classes four times a week during writing time and received small group instruction by specialist teacher, Mrs Kerry Clark.

The programme largely followed that of the mainstream class but was adapted to meet student needs as much as possible.

At the end of 2015 all eleven students were still below standard but had made progress. Six were just below Standard with an OTJ of 1A, and five were at 1P.

These children benefitted from being in an environment of high expectation but low stress. A number have specific learning difficulties in particular dyslexia and received regular individual tuition that helped address these needs. Close on going monitoring featured as well as praise and celebration of achievements. Teaching was often taken slowly and repetition often featured to consolidate learning.

Children were expected to record their ideas in sequence and in a structured manner that showed development id descriptive language and complexity of ideas as the year progressed. Punctuation and paragraphing were also a focus to ensure an easy flow for the reader.

It is recommended that these students would benefit from being with the same teacher for writing in year 4 where an atmosphere of trust is already established and the teacher knows individual student learning needs.

Planning for next year: Continue to support this group of students in a small withdrawal group three days a week.





Focus: Year 4 Writing – 12 students including one Maori student and one Pasifika student.



Target: Accelerate these students’ writing so that they all meet National Standard and are achieving at 2P or better by the end of the year.

Baseline data: At the beginning of 2015 three students were at Standard but fragile, a further seven were just below Standard and one student was below.





These students were withdrawn from their classes four times a week during writing time and received small group instruction by specialist teacher, Mrs Kerry Clark.


At the end of 2015 four students were at Standard with an OTJ of 2P, seven were just below at 2B, and one student was achieving at 1A.

Although most students were still below standard they all made progress over the course of the year.

These children benefitted from being in an environment of high expectation but low stress. A number have specific learning difficulties in particular dyslexia and received regular individual tuition that helped address these needs. Close on going monitoring featured as well as praise and celebration of achievements. Teaching was often taken slowly and repetition often featured to consolidate learning.

Children were expected to record their ideas in sequence and in a structured manner that showed development id descriptive language and complexity of ideas as the year progressed. Punctuation and paragraphing were also a focus to ensure an easy flow for the reader.

It is recommended that these students would benefit from being in a small group situation for writing in 2016 where individual attention is readily available and their specific learning needs met in a high expectation low stress environment.

Planning for next year: Continue to support this group of students in a small withdrawal group three days a week.





Focus: Year 5 Writing - 9 students including one Maori and one Pasifika student


Annual Aim: Reduce the number of year 5 students in the below category and strengthen the writing ability of students who only just make national Standard.

Target: Accelerate these students’ writing so that they all meet National Standard and are achieving at 3B or better by the end of the year.

Baseline data: At the beginning of 2015 all nine students were below National Standard, six had an OTJ of 2B, and three were achieving at 1A.





These nine students were withdrawn from their classes four days a week during writing time to work with a specialist teacher. The programme followed that of the mainstream class but was adapted to meet individual needs within the group. On going monitoring including discussion with class teachers took place regularly.

At the end of 2015 five of the students had just met National Standard and had OTJ’s of 3B. Three were just below with 2A, and one student was below with 2P.

Some of these students have a specific learning difficulties, most commonly dyslexia, and writing is a struggle for them. Small group tuition that is closely monitored is of benefit to them.

A variety of strategies used aimed at building confidence and a positive rapport with their teacher. Teaching often occurred more slowly and repetition was usually needed to consolidate concepts taught. Also one on one teaching took place to meet individual needs. The use of a device for writing was motivating for some students. The devices enable their work to look neat and help them to make changes without having to rewrite. It monitors spelling and grammar errors so students notice errors, stop and think about them and attempt to correct them independently. As the surface features are barriers for these children this support is invaluable. Celebration of achievement was also an important aspect.

Continue to use strategies outlined to help manage learning difficulties.

Use devices where possible for writing.

Keep learning intentions simple and clear but expectations high.

Share and celebrate work.

Provide plenty of praise.

Continue with the same teacher as this will provide continuity for students.

Planning for next year: Continue to support this group of students in a small withdrawal group four days a week.





Focus: Year 6 Writing - 9 students including two ESOL students.



Target: Accelerate these students’ writing so that they all meet National Standard and are achieving at 3P or better by the end of the year.

Baseline data: At the beginning of 2015 all nine students were below National Standard, one was at 3B, seven were at 2A and one was at 2P.


Actions (what did we do?) Outcomes (what happened?) Reasons for the variance (why did it happen?)


These nine students were withdrawn from their classes four days a week during writing time to work with a specialist teacher. The programme followed that of the mainstream class but was adapted to meet individual needs within the group. On going monitoring including discussion with class teachers took place regularly.

At the end of 2015, one student had achieved at Standard with an OTJ of 3A, and eight students were just below with 3B.

Some of these students have a specific learning difficulties, most commonly dyslexia, and writing is a struggle for them. Small group tuition that is closely monitored is of benefit to them.

A variety of strategies used aimed at building confidence and a positive rapport with their teacher. Teaching often occurred more slowly and repetition was usually needed to consolidate concepts taught. Also one on one teaching took place to meet individual needs. The use of a device for writing was motivating for some students. The devices enable their work to look neat and help them to make changes without having to rewrite. It monitors spelling and grammar errors so students notice errors, stop and think about them and attempt to correct them independently. As the surface features are barriers for these children this support is invaluable. Celebration of achievement was also an important aspect.

Continue to use strategies outlined to help manage learning difficulties.

Use devices where possible for writing.

Keep learning intentions simple and clear but expectations high.

Share and celebrate work.

Provide plenty of praise.

Continue with the same teacher as this will provide continuity for students.

Planning for next year: These students move to intermediate next year but will need on going support preferably in small group situations.





Focus: Year 3 Maths – 9 students including two Maori students

Strategic Aim: National Standards are used effectively to support improved student progress and achievement for maths.


Target: Accelerate these students’ mathematical ability so that they all meet National Standard and are achieving at 2B or better by the end of the year.

Baseline data: At the beginning of 2015 three students were just below National Standard at 1A, and the remaining six students had an OTJ of 1P.





These students were withdrawn from their classes four times a week during maths time and received small group instruction by specialist teacher, Mrs Kerry Clark.


By the end of 2015 with the exception of one child all had made progress although only two had achieved National Standard. The remaining seven were just below Standard with an OTJ of 1A.

The small group situation has allowed these students to work at a slower pace in order to consolidate their learning. Mastery of particular concepts was a priority before moving to the learning of the next.

Learning to transfer what students know to solve more difficult mathematical problems is a focus for these students as they gain confidence in themselves and their ability.

It is recommended that they continue with the same teacher in a small group situation for maths where a high level of trust already exists and the teacher is aware of students’ learning needs.

Planning for next year: Continue to support this group of students in a small withdrawal group three days a week in year 4.





Focus: Year 4 Maths – 11 students including one Maori and one Pasifika students.



Target: Accelerate these students’ mathematical ability so that they all meet National Standard and are achieving at 2P or better by the end of the year.

Baseline data: At the beginning of 2015 all students were below National Standard, two were at 2B. seven at 1A, and one at 1B.





These students were withdrawn from their classes four times a week during maths time and received small group instruction by specialist teacher, Mrs Kerry Clark.


By the end of 2015, one student had achieved National Standard and was withdrawn from the programme. Four had progressed to 2B, and two others who were at 2B at the beginning of the year remained at 2B all year. Two other students who were at 1A at the beginning of the year were still at 1A at the end of the year. Another two made significant progress and achieved an OTJ of 2B by the end of the year.


Why some chn stagnated??


It is recommended that they continue to be taught in a small group situation for maths in 2016..






Focus: Extension Year 4 Maths – 13 students including four Asian students.

Strategic Aim: Overall teacher judgements are used effectively to support improved student progress and achievement for maths.

Annual Aim: Enhance the mathematical performance of students in the above National Standard category.

Target: To achieve at least one stage above the beginning of the year score.

Baseline data: At the beginning of 2015, all students were above National Standard.





These students were withdrawn from their classes five days a week during maths time to work with specialist teacher, Mrs Sandy Coutts.

By the end of 2015 all students had achieved the target and moved up at least one sub-level. The National Standard for year 4 students is 2P but ten of these students had achieved 3P which is three sub-levels above, and three students had achieved 3A which is four sub-levels above.

Students were accelerated using the beginning of the year data as a starting point. Small group tuition allowed for targeted teaching according to where children were at and on going individual assistance.

Because these students are achieving well above their peers, continued instruction at this level is important so their needs are catered for.

Planning for next year: These students will benefit from continuing in an extension programme that meets their mathematical needs and this is planned for in year 5.





Focus: Year 5 Maths – 8 students including one Maori student.


Annual Aim: : Reduce the number of year 5 students in the below category and strengthen their mathematical ability of students who only just make National Standard.

Target: Accelerate these students’ mathematical ability so that they all meet National Standard and are achieving at 3B or better by the end of the year.

Baseline data: At the beginning of 2015 all students were below National Standard, one was just below at 2A, two were at 2P, four were at 2B and one was at 1A.





These students were withdrawn from their classes four times a week during maths time and received small group instruction by specialist teacher, Mrs Christine Dean.


By the end of 2015 three had achieved National Standard, four had moved to 2A, and one had progressed to 2P.



It is recommended that they continue with the same teacher in a small group situation for maths in year 6 where a high level of trust already exists and the teacher is aware of students’ learning needs.






Focus: Extension Year 5 Maths – 13 students including five Asian students.










By the end of 2015 all students had achieved the target and moved up at least one sub-level. The National Standard for year 5 students is 3B but ten of these students had achieved 4B which is three sub-levels more, one student had achieved 4P, four sub-levels above expectation, and two had achieved 3A which is two sub-levels above.



Planning for next year: These students will benefit from continuing in an extension programme that meets their mathematical needs and this is planned for in year 6.





Focus: Year 6 Maths – 12 students including two ESOL students.



Target: Accelerate these students’ mathematical ability so that they all meet National Standard and are achieving at 3P or better by the end of the year

Baseline data: At the beginning of 2015, all students were below National Standard. Three were just below at 3B, six were at 2A, two were at 2P and one was at 2B.





These students were withdrawn from their classes four times a week during maths time and received small group instruction by specialist teacher, Mrs Christine Dean.


By the end of 2015 three students had achieved the National Standard of 3P, four students had progressed to 3B, two students stayed at their beginning of the year scores below Standard, one student moved to 2A and two others moved to 2P.


Consolidation in all areas of mathematical learning is needed for these students. Learning to transfer what they know to solve more difficult mathematical problems is a focus for these students as they gain confidence in themselves and their ability.

Planning for next year: These students will need continued support as they move to intermediate next year.





Focus: Extension Year 6 Maths – 15 students including four Asian students.










By the end of 2015 all students had achieved the target and moved up at least one sub-level. The National Standard for year 6 students is 3P but three of these students had achieved 4P which is three sub-levels more, eleven had achieved 4A which is four sub-levels above, and one student had achieved 5B, five sub-levels above expectation.



Planning for next year: These students will benefit from continuing in an extension programme that meets their mathematical needs as they move to intermediate.

Ministry of Education | English Language Learning Progressions reporting

English Language Learning Progressions reporting

The school population includes a number of students who are English Language Learners (ELL) who may not yet be making marked progress in relation to The New Zealand Curriculum National Standards. This reporting provides further information about ELL progress in relation to the ELL Progressions for reading, writing, speaking or listening.

Date: Dec 2015


Listening

ELLP Stage End 2015 9

44.4%

4 Stage 3

3 1

22.3%

2 Stage 2

2

33.3%

3 Stage 1

1 2

0%

Foundation Stage

ELLP Stage End 2014 Foundation Stage

Stage 1 Stage 2 Stage 3

Total number of students

9 1 4 3 1

11.1 % 44.4 % 33.3 %

11.2%

The data provided in the table above shows the progress these students are making in relation to the ELL Progressions.

Additional Comments: For listening there were some other children who joined the group during the year but for the purpose of this reporting only those students who were present at the beginning of the year and at the end of the year have been counted.




Date: Dec 2015


Reading


33.3%

3 Stage 3

3

33.3%

3 Stage 2

1 2

22.3%

2 Stage 1

2

11.1%

1 Foundation Stage 1

ELLP Stage End 2014 9 Foundation Stage



3 1 5

33.3 % 11.1% 55.6%


Additional Comments: For reading there were some other children who joined the group during the year but for the purpose of this reporting only those students who were present at the beginning of the year and at the end of the year have been counted.




Date: December 2015


Speaking


33.3%

3 Stage 3

2 1

44.4%

4 Stage 2

2 2

22.3%

2 Stage 1

2

% Foundation Stage




9 2 2 4 1

100% 22.2 % 22.2 % 44.5 %

11.1%


Additional Comments: For speaking there were some other children who joined the group during the year but for the purpose of this reporting only those students who were present at the beginning of the year and at the end of the year have been counted.




Date: Dec 2015


Writing


11.1 %

1 Stage 3

1

33.3%

3 Stage 2

3

44.5%

4 Stage 1

3 1

11.1%

1 Foundation Stage 1




9 4 1 4

44.4 % 11.2 % 44.4%


Additional Comments: For writing there were some other children who joined the group during the year but for the purpose of this reporting only those students who were present at the beginning of the year and at the end of the year have been counted.

Documents

HAURAKI SCHOOL ANNUAL R 2015 · used as part of inquiry learning and self assessment rubrics using SOLO were ... A school wide arts festival involved music, dance drama, and a piece