Ahiahi mārie,

INTERIM Achievement: Summary

We thank Vidisha and Amanda, our two Deputy Principals and Sarah our Junior Syndicate Leader for presenting an excellent Achievement Summary to the board. We appreciate the effort the teachers and teacher aides put into ensuring children progress and thrive in especially challenging times as Omicron surged through the school community. Below is a summary.

Overall Teacher Judgements- June 2022

Teachers make an Overall Teacher Judgement for students, in relation to the National NZ Curriculum. We use the language of Working Towards, Working Within & Working Confidently Within and Exceeding to show achievement levels.

When making these judgments, teachers use formal assessments alongside observations, conversations, moderation, questioning and student voice.

This year, each syndicate set targets for Reading, Writing and Mathematics, based on results for that year group from the previous year. This way we can track children’s achievement as a group throughout their years of schooling. We analyse and report on data related to all year levels, however, when reporting to the Board, we focus on Year 2, 4, 6, as these are the end of a curriculum level or benchmarks for achievement.

Interim Achievement Years 2,4,6

We are thrilled with the progress children have made; the results and effective ongoing interventions indicate that we are on track to reach our targets.

Year 2 Interim Achievement Tracking

The target for Reading by the end of the year is 87%. We have 90% who are meeting the expected curriculum level for their age.

The target for Writing by the end of the year is 93%. We have 98% who are meeting the expected curriculum level for their age.

The target for Maths by the end of the year is 92%. We have 93% who are meeting the expected curriculum level for their age.

Year 4 Interim Achievement Tracking

The target for Reading by the end of the year is 86%. We have 82% who are meeting the expected curriculum level for their age.

The target for Writing by the end of the year is 83%. We have 77% who are meeting the expected curriculum level for their age.

The target for Maths by the end of the year is 76%. We have 75% who are meeting the expected curriculum level for their age.

Year 6 Interim Achievement Tracking

The target for Reading by the end of the year is 87%. We have 97% who are meeting the expected curriculum level for their age.

The target for Writing by the end of the year is 83%. We have 86% who are meeting the expected curriculum level for their age.

The target for Maths by the end of the year is 82%. We have 93% who are meeting the expected curriculum level for their age.

Pasifika Interim - Years 2, 4 and 6

In keeping with the Tapasa framework: We endeavour to ensure that the children see their own identity, language and culture in their learning contexts at school to further progress and grow. We include students who have listed Pasifika as their 1st, 2nd or 3rd ethnicity.

81%are meeting the expected curriculum level for their age in Reading

81% are meeting the expected curriculum level for their age in Writing

82% are meeting the expected curriculum level for their age in Mathematics

Māori Interim - Years 2, 4 and 6

According to ‘Ka Hikitia’, Māori students do much better when education reflects and values their identity, language and culture. We work hard to ensure this happens for our Māori students. We have a small cohort of Māori students this year, which means each child makes up about 3% in our data. We include students who have listed Māori as their 1st, 2nd or 3rd ethnicity.

75%are meeting the expected curriculum level for their age in Reading

85% are meeting the expected curriculum level for their age in Writing

75% are meeting the expected curriculum level for their age in Mathematics

Interventions

For our students who are Working Towards or are at risk of not achieving, we have many interventions in place. Some of these include:

• Class teacher interventions

• Small focus Groups

• Individual Education Plans are set up for some students

• Specific goal setting

• Extra modelling sessions with class teachers

• Teacher Aide time

• Reading Recovery

• Spring into Maths

• English Language Learners’ group sessions

• Early Words Programme

• Rocket Readers

• Feed and Read

• Support from outside agencies, such as Resource Teacher of Learning and Behaviour, Occupational therapist, Speech language therapist.

Professional Development- Building Teacher Capability

Professional development for teachers takes place on a number of different levels: district-wide, among teachers in a given school, or on a classroom or individual basis.

This year we are focussing on:

• Maths professional development: This is Ministry funded development which we receive from Cognition Education.

• Playing an active role, along with our Motu Kairangi Kāhui Ako colleagues, in building cultural responsiveness capabilities as well as placing our focus on the achievement of our Māori tamariki across the Kāhui Ako.

• Development related to Inclusive Education- professional development related to children who have additional and diverse needs.

• Professional Development in identifying trauma in children; this was via the Skylight Foundation.

• Junior teachers and teacher aides have attended the Yolanda Soryl Phonics course.

• Hauora-Well-being including Positive Behaviour for learning (PB4L). 

Covid-19

Covid-19 and its variants are likely to dominate school logistics this term; we continue to think on our feet and review each school event on its merits as related to C-19 exposure. We will particularly take note of indoor events where there are concentrated numbers of children. At times this may apply to outdoor events.

Swimming:

Due to the presence of Omicron in term one we weren’t able to take children swimming. This term both Rimu and Kowhai are taking makeup lessons. We believe these lessons are important for young children.

Covid Mitigation strategies:

- less children in the pool during lesson time

- only one group in change rooms

- no games which call for loud voices

- effective ventilation

* Please do send a note if children are unable to swim for any reason

Kapa haka:

This will continue but in smaller groups in the hall.

• Wearing masks can significantly reduce new cases of COVID-19 and works alongside other measures including:

• vaccination

• staying at home when feeling sick https://www.health.govt.nz/covid-19-novel-coronavirus/covid-19-health-advice-public/advice-people-covid-19/get

• washing your hands

• thorough hygiene measures, to protect students and staff.

• effective ventilation: Last week Nanogirl published a set of experiments regarding window openings, CO2 levels and air cleaners: Nanogirl puts COVID-19 classroom ventilation theories to the test – YouTube

We will review the current practices on August 19 in accordance with the Ministry Guidelines.

Ngā mihi mahana kia ora koutou katoa

Joyce