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Ministry of Education | Analysis of variance reporting
Analysis of variance reporting
Analysis of variance reporting
School name: Plimmerton School number: 2960
Objective 1: Reading
Focus: - Students
Strategic goals: - Improve outcomes for all students, with a particular focus on priority learners
- Continue to improve student resilience and respectful relationships
Annual goals and targets:
1) By the end of 2015 96% of Plimmerton School students as a whole will be achieving at or above the National Standards in Reading
2) To target a number of groups of students who are achieving below the National Standards in Reading to achieve At the National Standards by the end of the year:
- 6 x Year 2 students (2 boys/3 girls) - 3 x Year 3 students (3 boys) - 1 x Year 4 students (1 boy) - 7 x Year 7 students (5 boys/2 girls) - 3 x Year 8 students (3 boys)
Baseline data/rationale:
94.4 % of Plimmerton School students achieved at or above the National Standards Reading in 2014. This result was below the 96% target set for the year. There is a possibility that the 96% school wide target is close to an achievable ceiling when ORRS and ESOL students are included in the overall result. The targeting of groups of students that are close to the border of being below or at the standard to bolster overall school achievement proved effective in 2014. The strategy of setting an overall school target for Reading along with the targeting of specific groups with potential for improvement will be repeated in 2015. A literacy professional development project will continue in 2015 and the school will enter the second year of the Accelerated Literacy Learning project.
Ministry of Education | Analysis of variance reporting
Tātaritanga raraunga
Results
Boys Well Below 0%
Girls Well Below 0%
Boys Below 4%
Girls Below 2%
Boys At 20%
Girls At 15%
Boys Above 22%
Girls Above 37%
2015 Reading National Standards - Whole School
Ministry of Education | Analysis of variance reporting
Tātaritanga raraunga
Target Group
Results
Year Group/Gender
Targeted Students Below the Standard November 2014
Targeted Students Below the Standard November 2015
Targeted Students At the Standard End of 2015
Targeted Students Above the Standard End of 2015
Success Percentage
Year 2 Girls 4 1 2 0 66% (1 student left)
Year 2 Boys 3 0 3 0 100%
Year 3 Boys 3 0 3 0 100%
Year 4 Boys 1 1 0 0 0%
Year 7 Girls 2 2 0 0 0%
Year 7 Boys 5 1 4 0 80%
Year 8 Boys 3 1 2 0 66%
Ministry of Education | Analysis of variance reporting
Tātaritanga raraunga
2015 National Standards Reading Results – All Students
Reading All Years 1-8
Well Below Below At Above Total
No % No % No % No % No
All Students
Male 1 0% 20 8% 107 44% 116 48% 244
Female 2 1% 10 4% 83 32% 166 64% 261
Total 3 1% 30 6% 190 38% 282 56% 505
Maori
Male 1 4% 4 17% 15 63% 4 17% 24
Female - - 1 3% 16 55% 12 41% 29
Total 1 2% 5 9% 31 58% 16 30% 53
Pasifika
Male - - 1 13% 5 63% 2 25% 8
Female - - - - 1 17% 5 83% 6
Total - - 1 7% 6 43% 7 50% 14
Asian
Male - - 3 25% 7 58% 2 17% 12
Female - - 1 11% 3 33% 5 56% 9
Total - - 4 19% 10 48% 7 33% 21
MELAA
Male - - 1 50% 1 50% - - 2
Female - - - - - - 2 100% 2
Total - - 1 25% 1 25% 2 50% 4
Other
Male - - - - - - - - -
Female - - - - - - - - -
Total - - - - - - - - -
NZ/European Male - - 11 6% 79 40% 108 55% 198
Ministry of Education | Analysis of variance reporting
Tātaritanga raraunga
Actions (what did we do?) Outcomes (what happened?) Reasons for the variance (why did it happen?)
Evaluation (where to next?)
Continued to focus on Literacy Development in 2015 and dedicated 2 units to the leadership of this project.
Participated in the second year
of the Accelerated Literacy
Learning programme.
Gave priority to the provision
of Reading Recovery and
continued to employ an
additional R.R. teacher (part
time).
Provided support to students
causing concern with a
particular focus on those in the
target groups.
Regularly monitored student
progress and modified
programmes accordingly
Implemented a digital learning
strategy that required reading
of digital content.
Purchased high interest reading
materials with a focus on
students in target groups
Undertook professional
development in relation to the
development project
See results above.
At the end of 2015 93.4% of
Plimmerton School students
achieved at or above the
National Standards in
Reading. This fell short of
the overall target of 96%,
but the target was a stretch
target. This was also a 1%
drop on the 2014 result.
Success was met with
targeted students with 70%
of targeted students
achieving at or above the
National Standard for
Reading.
The overall school reading target of
96% of students reading at or
above the National Standards by
the end of 2015 was not met and
fell short by 2.6%. Included in the
group who did not achieve the
standard are Special Needs
students, ESL students and a few
perennials who have had had
significant resources applied but
have proved difficult to move to
the standard.
Success rates for the achievement
of targets for the various target
groups ranged from 0% - 100%
with an overall success rate of
70%. The results indicated that the
targets were both aspirational and
appropriate. In general, students
who were considered to be most
likely to benefit from the additional
resources were targeted although
a few perennials again proved
difficult to move.
Recommendations
Repeat the 2015 Scenario in 2016
Maintain an overall whole school achievement stretch target for National Standards @ 96%
Continue to target groups of students who are considered to best benefit from additional resources and those who have made improvements but are at risk of falling back.
Identify and target Maori students who are underachieving in Reading.
Ensure that all year groups are represented in selected target groups.
Participate in the 3rd year cycle of the Accelerated Literacy Learning contract.
Continue to refine and apply strategies used in 2015.
Ministry of Education | Analysis of variance reporting
Tātaritanga raraunga
School name: Plimmerton School number: 2960
Objective 2: Writing
Focus: - Students
Strategic goals: - Improve outcomes for all students, with a particular focus on priority learners
- Continue to improve student resilience and respectful relationships
Annual goals and targets:
1) By the end of 2015 87% of Plimmerton School students as a whole will be achieving at or above the National Standards in Writing
To target a number of groups of students who are achieving below the National Standards in Writing to achieve At the National Standards by the end of the year: - 14 x Year 2 students (7 boys/7 girls) - 17 x Year 3 students (14 boys/3 girls) - 9 x Year 4 students (8 boys/1 girl) - 8 x Year 5 students (7 boys/1 girl) - 6 x Year 6 students (3 boys/3 girls)
Baseline data/rationale:
85.1 % of students achieved at or above the National Standards in Writing in 2014. This result very slightly exceeded the school wide target for the year that was set at 85%. We believed there was room for continued school wide improvement and this would be be best achieved by targeting groups of students who are either just below the standard or those who have just met the standard and are at risk of falling below. The strategy of setting an overall school target for Writing along with the targeting of specific groups with potential for improvement was repeated in 2015. A literacy professional development project continued in 2015 and the school completed the second year of the Accelerated Literacy Learning project. We also hoped that the introduction of the new Digital Learning Strategy would have a positive influence on Writing performance, specifically in Years 5-8.
Ministry of Education | Analysis of variance reporting
Tātaritanga raraunga
Results
Boys Well Below 0%
Girls Well Below 0%
Boys Below 10%
Girls Below 3%
Boys At 31%
Girls At 29%
Boys Above 7%
Girls Above 20%
2015 Writing National Standards - Whole School
Ministry of Education | Analysis of variance reporting
Tātaritanga raraunga
Target Group Results
Year Group/Gender Targeted Students
Below the Standard
November 2014
Targeted Students
Below the Standard
End of 2015
Targeted Students
At the Standard
End of 2014
Targeted Students
Above the Standard
End of 2014
Success Percentage
Year 2 Girls 7 4 2 0 33% (1 student left)
Year 2 Boys 7 2 5 0 71%
Year 3 Girls 3 0 3 0 100%
Year 3 Boys 14 6 8 0 57%
Year 4 Girls 1 0 1 0 100%
Year 4 Boys 8 5 3 0 37.5%
Year 5 Girls 1 1 0 0 0%
Year 5 Boys 7 6 1 0 14%
Year 6 Girls 3 1 1 0 50% (1 student left)
Year 6 Boys 3 2 1 0 33%
Ministry of Education | Analysis of variance reporting
Tātaritanga raraunga
2015 National Standards Writing Results – All Students
Writing All Years 1-8
Well Below Below At Above Total
No % No % No % No % No
All Students
Male 1 0% 51 21% 158 65% 34 14% 244
Female 2 1% 15 6% 144 55% 100 38% 261
Total 3 1% 66 13% 302 60% 134 27% 505
Maori
Male 1 4% 10 42% 12 50% 1 4% 24
Female - - 1 3% 20 69% 8 28% 29
Total 1 2% 11 21% 32 60% 9 17% 53
Pasifika
Male - - 1 13% 6 75% 1 13% 8
Female - - - - 4 67% 2 33% 6
Total - - 1 7% 10 71% 3 21% 14
Asian
Male - - 5 42% 6 50% 1 8% 12
Female - - 1 11% 4 44% 4 44% 9
Total - - 6 29% 10 48% 5 24% 21
MELAA
Male - - 2 100% - - - - 2
Female - - - - 1 50% 1 50% 2
Total - - 2 50% 1 25% 1 25% 4
Other
Male - - - - - - - - -
Female - - - - - - - - -
Total - - - - - - - - -
NZ/European
Male - - 33 17% 134 68% 31 16% 198
Female 2 1% 13 6% 115 53% 85 40% 215
Total 2 0% 46 11% 249 60% 116 28% 413
Ministry of Education | Analysis of variance reporting
Tātaritanga raraunga
Actions (what did we do?) Outcomes (what happened?) Reasons for the variance (why did it happen?)
Evaluation (where to next?)
Continued to focus on Literacy Development in 2015 and dedicated 2 units to the leadership of this project.
Appointed 2 very capable and experienced leaders to the role
Participated in the second
year of the Accelerated
Literacy Learning
programme.
Provided teachers with
professional development in
effective writing programmes
and spelling programmes
Provided support for
students causing concern
with a particular focus on
those in the target groups.
Regularly monitored student
progress and modified
programmes accordingly
Implemented a digital
learning strategy that
involved writing using a
digital device
Used explicit teaching of
needs of target group.
See results above.
At the end of 2015, 86.3%
of Plimmerton School
students achieved at or
above the National
Standards in Writing. This
result fell very slightly short
of the target of 87%. This
result represented a 1.2%
improvement on the 2014
result which in turn was a
2% improvement on 2013.
Success was met with
targeted students with 52%
of targeted students
achieving at or above the
National Standard for
Writing.
There was virtually no variance
between the overall school
writing target of 87% of
students achieving at or above
the National Standards.
The success rate for the target
groups varied hugely as a result
of the varying challenges within
the target groups. Distribution
of resources also varied and the
Year 3 group received
significant support as a result of
the ALL project.
Teacher Aide support focussed
on working with writing target
group students.
Recommendations
Repeat the 2015 Scenario
Retain the whole school achievement target at 87%.
Continue to target groups of students who are considered to best benefit from additional resources and those who have made improvements but are at risk of falling back.
Apply digital learning strategies to engage and improve writing outcomes for all learners.
Identify and target
underachieving Maori
students and deliver specific
culturally appropriate
interventions to raise
achievement of this group.
Ministry of Education | Analysis of variance reporting
Tātaritanga raraunga
Objective 3: Oral Language
Focus: - Students
Strategic goals: - Improve outcomes for all students, with a particular focus on priority learners
- Continue to improve student resilience and respectful relationships
Annual goals and targets:
1. To target two groups of junior students who are achieving below the National Standards in Reading and Writing to develop their Oral Language and Phonological Awareness as a basis to raise achievement against the National Standards:
- 9 x Year 1 students (6 boys/3 girls) - 5 x Year 2 students (2 boys/3 girls)
Baseline data/rationale:
Effective literacy programmes in the junior classroom include daily explicit teaching of oral language and phonic skills, with individual or small group lessons for older children who are still at the earlier levels of literacy acquisition. Children need to have a range of basic phonics strategies so they can easily work out new words in reading and spelling. They need to have good phonological awareness and be able to hear and discriminate sound, hear rhyme and rhythm, alliteration and sound breaks.
Target Group Results
Year Group/Gender
Targeted Students Below the Standard November 2014
Targeted Students Below the Standard End of 2015
Targeted Students At the Standard End of 2014
Targeted Students Above the Standard End of 2014
Success Percentage
Year 1 Girls 3 1 2 0 66%
Year 1 Boys 6 1 5 0 83%
Year 2 Girls 3 0 3 0 100%
Year 2 Boys 2 0 1 0 100% (1 student left)
School name: Plimmerton School number: 2960
Ministry of Education | Analysis of variance reporting
Tātaritanga raraunga
Actions (what did we do?) Outcomes (what happened?) Reasons for the variance (why did it happen?)
Evaluation (where to next?)
Used phonological assessment on entry and as they complete teaching each of the stages
Teachers trained in Yolanda Soryl phonics methods
Targeted students were monitored using the phonics assessment
Students were supported through a small group – withdrawal supported by T.A. Rachel focussing on oral language and phonological awareness
ESOL support boosted.
See results above.
Small numbers in the target
groups (sometimes 1) meant
the results impacted
significantly on the data.
A Year 2 girl had learning
difficulties in all areas and
made limited progress
A Year 1 boy wass ESOL. He
made some progress and
continues to receive support
in all areas.
Recommendations
Continue to use the Yolanda Soryl phonics programme.
Use targeted groups when teaching phonics
Use Teacher Aide support in class when teaching phonics
Establish clear links between phonics lessons and reading and writing programmes
Mixed ability groups used to provide models for students who are struggling.
Ministry of Education | Tātaritanga raraunga Page 13
Tātaritanga raraunga
School name: Plimmerton School number: 2960
Objective 4: Mathematics
Focus: - Students
Strategic goals: - Improve outcomes for all students, with a particular focus on priority learners
- Continue to improve student resilience and respectful relationships
Annual goals and targets:
1) By the end of 2015 92% of Plimmerton School students as a whole will be achieving at or above the National Standards in Mathematics
2) To target a number of groups of students who are achieving below the National Standards in Mathematics to achieve At the National Standards by the end of the year:
- 7 x Year 2 students (3 boys/4 girls)
- 6 x Year 3 students (3 boys/3 girls)
- 3 x Year 4 students (3 boys)
- 3 x Year 5 students (1 boy/2 girls)
- 6 x Year 6 students (3 boys/3 girls)
- 11 x Year 7 students (6 boys/5 girls)
- 7 x Year 6 students (3 boys/4 girls)
Ministry of Education | Tātaritanga raraunga Page 14
Tātaritanga raraunga
Baseline data/rationale:
90.6 % of students achieved at or above the National Standards in Mathematics in 2014. It was considered there was room for further school wide improvement and this would be best achieved by targeting groups of students who were either just below the standard or those who have just met the standard and were at risk of falling below. The strategy of setting an overall school target for Maths along with the targeting of specific groups with the potential for improvement was repeated in 2015.The Mathematics Development project ended in 2014 but the initiatives were maintained and monitored.
Results
Boys Well Below 0%
Girls Well Below 0%
Boys Below 6% Girls Below
5%
Boys At 20%
Girls At 24%
Boys Above 23%
Girls Above 22%
2015 Mathematics National Standards - Whole School
Ministry of Education | Tātaritanga raraunga Page 15
Tātaritanga raraunga
Target Group Results
Year Group/Gender Targeted Students Below the Standard November 2014
Targeted Students Below the Standard End of 2015
Targeted Students At the Standard End of 2015
Targeted Students Above the Standard End of 2015
Success Percentage
Year 2 Girls 4 3 0 0 0% (1 student left)
Year 2 Boys 3 2 1 0 33%
Year 3 Girls 3 0 3 0 100%
Year 3 Boys 3 2 1 0 33%
Year 4 Boys 3 3 0 0 0%
Year 5 Girls 2 2 0 0 0%
Year 5 Boys 1 1 0 0 0%
Year 6 Girls 2 1 0 0 0% (1 student left)
Year 6 Boys 4 3 1 0 25%
Year 7 Girls 5 3 2 0 40%
Year 7 Boys 6 4 2 0 33%
Year 8 Girls 4 0 3` 1 100%
Year 8 Boys 3 2 1 0 33%
Ministry of Education | Tātaritanga raraunga Page 16
Tātaritanga raraunga
Mathematics All Years 1-8
Well Below Below At Above Total
No % No % No % No % No
All Students
Male 1 0% 27 11% 99 41% 117 48% 244
Female 2 1% 25 10% 120 46% 114 44% 261
Total 3 1% 52 10% 219 43% 231 46% 505
Maori
Male 1 4% 10 42% 9 38% 4 17% 24
Female - - 4 14% 14 48% 11 38% 29
Total 1 2% 14 26% 23 43% 15 28% 53
Pasifika
Male - - - - 4 50% 4 50% 8
Female - - - - 4 67% 2 33% 6
Total - - - - 8 57% 6 43% 14
Asian
Male - - 2 17% 4 33% 6 50% 12
Female - - - - 5 56% 4 44% 9
Total - - 2 10% 9 43% 10 48% 21
MELAA
Male - - - - 1 50% 1 50% 2
Female - - - - 1 50% 1 50% 2
Total - - - - 2 50% 2 50% 4
Other
Male - - - - - - - - -
Female - - - - - - - - -
Total - - - - - - - - -
NZ/European
Male - - 15 8% 81 41% 102 52% 198
Female 2 1% 21 10% 96 45% 96 45% 215
Total 2 0% 36 9% 177 43% 198 48% 413
Ministry of Education | Tātaritanga raraunga Page 17
Tātaritanga raraunga
Actions (what did we do?) Outcomes (what happened?) Reasons for the variance (why did it happen?)
Evaluation (where to next?)
Selected target groups of
students who were achieving
below the standard or just
above the standard and who
had the potential to shift.
Syndicates analysed data to
identify the individual students
that make up these groups.
Maintained emphasis on
National Standards
implementation and
moderation.
Maintained dynamic grouping
and cross syndicate grouping
for mathematics.
Provided support to students
causing concern with a
particular focus on those in the
target groups.
Regularly monitored student
progress and modified
programmes accordingly.
See results above
At the end of 2015, 88.8 %
of Plimmerton School
students achieved at or
above the National
Standards in Mathematics.
This was 3.2% below the
target and a 1.8% reduction
on the achievement from
2014
Limited success was met
with targeted students with
37% of targeted student
achieving at or above the
National Standard for
Mathematics.
Some of the students chosen
to target had struggled for a
long period of time
There needed to be more
inter-syndicate collaboration
to share information
Absenteeism was a problem
in a couple of cases
Recommendations
Repeat the 2015 Scenario
Retain the whole school achievement target for 2015 at 92%.
Teams to work collaboratively across the school to support target students
Dedicate more time to support teachers in class with target students
Enlist outside agencies where necessary.
Ministry of Education | Tātaritanga raraunga Page 18
Tātaritanga raraunga
School name: Plimmerton School Number: 2960
Objective 5: Digital learning
Focus: - Students
Strategic goals: - Improve outcomes for all students, with a particular focus on priority learners
- Continue to improve student resilience and respectful relationships
Annual goals and targets:
1) By the end of 2015 Plimmerton School students in Years 1-8 will have regular daily access to a digital device at school
2) The use of digital devices will improve the quality of student writing
Baseline data/rationale:
In 2015 Plimmerton School launched a new digital strategy that aimed to achieve high levels of motivation and engagement for all students through the use
of I.C.T. (refer ‘Plimmerton School Digital Learning Strategy’ and ‘Plimmerton School Digital Learning Implementation Plan 2015 -2017’). The digital learning
strategy aims to improve the quality of student writing, improve reading performance through broadened opportunities and exposure to a greater range of
genre and improve student performance in mathematics through digital exploration and practise. Success of the strategy is dependent on high levels of
quality professional development for teachers and commitment from staff
Ministry of Education | Tātaritanga raraunga Page 19
Tātaritanga raraunga
Actions (what did we do?) Outcomes (what happened?) Reasons for the variance (why did it happen?)
Evaluation (where to next?)
Implemented the Digital Learning Strategy Implementation Plan – Stage 1 ( refer separate plans)
Purchased Chromebooks for all Year 5/6 students and for students in Years 7/8 who were unable to supply their own.
Maintained a whole school has a focus on ‘Staying safe online’
Established Google accounts for all Year 5–8 students including Google drive/ Gmail access
Provided intensive Professional Development for teachers
Provided student instruction in using equipment and educational software
Provided a flow of information for parents
As per objectives 1 & 2 - see
results above.
In the overview, 2015
Reading performance
dropped by 1% and Writing
performance improved by
1.2%
These variances are small and
are not significant to relate to
any specific action at this
time
Implementation of the Digital
Strategy did track exactly to
plan and was enthusiastically
received by students, staff
and parents.
Work to implement the
digital strategy started at the
beginning of the year but did
not reach full momentum
until mid-year
Teachers were on a steep
learning curve and learned a
great deal during the year.
Full evaluation of the
effectiveness of the Digital
Learning will take some time
and will need to be broad
based.
Maintain the momentum and
implement Stage 2 of the
Digital Learning Strategy in
2016
Continue the leadership
arrangements and extend
them to include Year’s 1 – 4.
Maintain the emphasis on
teacher professional
development.
Participate in the ‘Learning
with Digital Technologies’
contract.
Develop a program of
syndicate based teacher
inquiry to evaluate the
effectiveness of development
initiative teaching strategies
Maintain a flow of
information and education
for parents
Ministry of Education | Tātaritanga raraunga Page 20
Tātaritanga raraunga
School name: Plimmerton School Number: 2960
Objective 6: Maori Students - Mathematics
Focus: - Students
Strategic goals: - Improve outcomes for all students, with a particular focus on priority learners
Annual goals and targets:
To raise the achievement of Maori students (all levels) in mathematics to be commensurate with other students at Plimmerton School
Baseline data/rationale:
In 2014 the school targeted Maori student achievement in mathematics. By the end of 2014, 21% of Maori students were achieving ‘Below the Standard’ in
Mathematics compared with 9% of the whole school population (a difference of 12%) and 56% of Maori students were achieving ‘At the Standard’ compared
with 44% of the whole school (also a difference of 12%). This represented a worsening of the 2013 situation and necessitated a repeat of the target and
refocussing of the strategies to achieve the target
Ministry of Education | Tātaritanga raraunga Page 21
Tātaritanga raraunga
Results
0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
35.00%
40.00%
45.00%
50.00%
Well Below Std. Below Std. At Std. Above Std.
1.90%
26.90%
42.30%
28.80%
0.60%
10.70%
43.20% 45.60%
Pe
cen
tage
2015 Mathematics National Standards Maori vs Whole School
Maori
Whole School
Ministry of Education | Tātaritanga raraunga Page 22
Tātaritanga raraunga
Actions (what did we do?) Outcomes (what happened?) Reasons for the variance (why did it happen?)
Evaluation (where to next?)
Teachers were encouraged to
ensure Maori student were
engaged in mathematics in
the class setting
We promoted a strong
relationship building
programme across the school
Encouragement was given to
teachers to give special
consideration to cultural
sensitivities and the learning
styles of Maori students
Syndicate streaming for
maths occurred in Years 3-6
A limited amount of
additional maths resources
were acquired to support
students in the target groups
At the end of 2015:
1.9% of Maori students (1 x
new student) was ‘Well
Below the Standard’
compared with .6% of the
whole school
26.9% of Maori students
were ‘Below the Standard’
compared with 10.7% of the
whole school
42.3% of Maori students
were ‘At the Standard’ - very
close to 43.2% for the whole
school
28.8% of Maori students
were ‘Above the Standard’
compared with 45.6% of the
whole school.
The target was far from
achieved
The target was not met and
in fact as a total group, Maori
achievement in maths
worsened
As the number of Maori
students is relatively low,
transient students have a
significant impact on
outcomes for the total
cohort. Some able students
left the school at a significant
number of ‘strugglers’ joined
during the year
The reasons for the results
are not always clear but we
will need to increase our
efforts in an attempt to
reverse this concerning trend.
Recommendations
Offer a unit for leadership in
the area of Maori
achievement and learning
Target Maori learning in all
curriculum areas.
Review, redefine and
develop a school wide
Tikanga Maori programme to
provide sequential te reo me
tikanga Maori learning for all
students
Create a culturally
appropriate and responsive
context for learning using
Manaakitanga, Mana
motuhake,
Whakapiringatanga,
Wānanga, Ako and
Kotahitanga.
Develop a program of
syndicate based teacher
inquiry to evaluate the
effectiveness of development
initiative teaching strategies.