2017 Analysis of Variance

School Name:

St Joseph’s Oamaru

School Number:


Strategic Aim:

To ensure every child is fully engaged in deep learning for success

Annual Aim:

Improve progress and achievement in learning for all children particularly Maori, Pasifika and children with special education needs.

Investigate literacy learning needs throughout the school and provide parent/student support sessions.

Continue to focus on successful transitions from pre-school, within the school and to high school

Revise and update our school curriculum

Develop teacher capacity to support students to evidence their learning.

Promote and track student key competency development

Develop further understanding of student-based inquiry learning.

Investigate and develop assessment, monitoring and reporting practices for formative assessment, student agency and to measure progress

Schoolwide spelling developing

Embed the pedagogy behind our curriculum – SOLO, student-based inquiry and student “learning to learn” capacity.

Investigate and develop strong pedagogy for transformative digital learning



Raise 5 year 7 & 8 readers to be at the standard

Raise 8 of the 12 Pasifika students below the standard to the standard

Raise 14 year 1 & 2 readers to the standard


Raise 6 Pasifika learners below the standard to at (80% at or above) - TARGET PARTIALLY MET - attendance an issue

Raise 4 year 4 learners  to at the standard (80% at or above) - TARGET MET

Raise 12 year 7 & 8 students below  to at (70% at the standard) - TARGET ¾ MET (met for year 7 group)

Raise 4 year 6 writers from below to at the standard  - TARGET ½ met - but significant acceleration of more than a year has been made.

Baseline Data:


12 below year 7 & 8 readers

2 Year 1 & 2 Pasifika readers well below

10 Year 1 & 2 Pasifika readers below

18 year 1 & 2 readers below


11 out of 27 Pasifka learners below

8 Year 4 learners below

18 Year 7 & 8 below (60% at or above the standard - revised figures based on start of 2017 revision)


9 below year 6 writers



What did we do?


What happened?

Reasons for the variance

Why did it happen?


Where to next?


Use reading progressions.

Year 7 & 8 close monitoring, evidencing learning, strong management and behaviour expectations.

Teacher development in 21st century learning through Mindlab.

Student evidencing of learning.

Reading for learning.

Year 1 & 2 readers, particularly ELL:

More hours for ELL coordinator in order to:

Embed English Language Learning Progressions in our assessment and reporting systems

Develop ELL support practices and train/support teacher aides in these practices.

Purchase resources in oral language development

SENCO position and develop systems for monitoring targeted students.

Continuation of Pasifika homework group and Filipino class and use these wherever possible to further learning goals.

Junior staff trained in Yolanda Sorryl phonics program and using daily.  Teacher aides backing up the program.

5 year 7 & 8 readers raised to be at the standard.  9 making accelerated progress.  83% at or above the standard for year 7 & 8 (up from 79.6% in 2016)

Year 7 - 96% (up from 80%)

1 Pasifika reader raised to below, 3 below raised to at. 9 accelerating.  61.5% (up from 47.5% in 2016).

2 raised from well below to below

1 raised from well below to at

11 raised from below to at

= 14 raised

55.4% (up from 19.4% in 2016)

TARGET MET - mainly due to specific acts of direct teaching.

Aimed at 8 ELL reaching the standard, not met but 9 accelerating.  In the early years ELL is still a big barrier as the children are still learning English and cannot reach the English standard.  We still set the aim high.  Attendance is an issue for many of our ELL learners with many spending weeks overseas.

Target met

Of the remaining 4:

1 has been overseas since August and not back.

The other 3 are accelerating.

Embed revised year 4-8 reading progression.

Introduce this to St Kevin’s to help smooth transitions.

Work in syndicate to unpack what an Information Literacy cycle looks like (LFR).

Combine information literacy with purposeful inquiry / project-based learning.

Train new junior staff in phonics program.  

Review how junior school track monitored students in order to pinpoint emergent literacy formative assessment.

Planning for next year:

Senior syndicate based development in information literacy.

Engage in whole-COL development of deeper understanding of spirals of inquiry to challenge practice

Structure senior leadership meetings to model and develop SLT understanding of setting SMART goals and structure syndicate meetings to carry this through to all staff.

New junior teachers and teacher aide to be trained in phonics.

Learning across the curriculum as the first purpose supported by reading and writing with deliberate acts of teaching in the seniors.

Continue to monitor and promote attendance particularly in ELLs.

Continue to develop whole staff understanding of ELL needs.



What did we do?


What happened?

Reasons for the variance

Why did it happen?


Where to next?


Pasifika maths groups taken for two terms by ELL coordinator.

Culturally responsive maths pd with Shona McCrae

Intensive intervention, formative assessment, modelling and feedback on practice in years 3 & 4 supported by DP and Intermediate Leader.

Specific targeted teaching in intermediate maths.

Maths extension groups and competitions.

Raise 6 Pasifika learners below the standard to at (80% at or above).

3 moved to at, 1 left.

The older children have had intensive intervention but not moved to at.  65% at or above, same as 2016.

Some Pasifika (3 children) have fallen in 2017.

Raise 4 year 4 learners  to at the standard (80% at or above).

2 children left.

5 of the 6 remaining are now at the standard.

90.5% of year 4s at or above in maths (68% in 2016)

Raise 12 year 7 & 8 students below  to at (70% at the standard).

9 raised to at

(2 out of 8 year 8s)

(7 out of 9 year 7s)

2 of the older children are making expected progress.

2 are making less than expected progress and in both cases, there are significant external barriers.

The overall target is partially met.  Significant loss of attendance is contributing to loss of Pasifika achievement.

The 6th child who has not met the standard is making accelerated progress.  Target Met.

11 out of the 18 children have made accelerated progress.

Overall Year 7 & 8 = 77% at or above the standard (target reached)

Year 7 = 96%

This was an ambitious target due to the difficulties inherent in  moving unmotivated year 8s with significant gaps..

Attendance or other external barriers including family situations are impacting on Pasifika progress and achievement.
Attendance has been promoted through the newsletter, in the Pasifika fonos, in parent meetings and principal follow up.  We will continue to do this.  In the situations with family circumstances we are also going beyond school to help and provide welfare support.  We will continue to do this.

Our Pasifika Coordinator teacher is a valuable asset to us.

Continue to target middle school maths so that older children do not have gaps when they reach intermediate.

Further develop maths curriculum in line with high school to smooth transitions.  Ensure essentials are taught and leave time for project-based maths with a purpose.

Continue culturally relevant practice, developing mixed ability maths communities.

Develop maths literacy ability to read and understand problems.

Continue to develop high end enrichment in order to nurture love of maths and algebraic thinking.

Planning for next year:

Work with SKC on curriculum development.

Senior syndicate development of systems for maths literacy.  Review and reclaim previous systems first.

Continue cultural maths PD.

Senior school look for at least one opportunity to integrate maths into a meaningful STEAM (science, Technology, Engineering, Art & Design, Maths) project with a creative technological outcome.



What did we do?


What happened?

Reasons for the variance

Why did it happen?


Where to next?


Self and peer assessment.

Using writing progressions.
High interest purposeful curriculum.

Using teaching as inquiry cycle and setting SMART goals to challenge practice and address specific student needs.

Closer moderation

Raise 4 of the 9 below year 6 readers to be at the standard.

2 raised to the standard.

7 made accelerated progress against end of year 2016 Asttle results - but this is a dubious measure.

2 fell from at to below.

Use of writing progressions and self and peer assessment went well.

Moderation has pin-pointed our learners more accurately making the 2016 data less valid.

We have made rapid progress this year with using spirals of inquiry and setting SMART goals for students. But this is not yet embedded practice and it is going to require a lot more work over time to make this a deep practice that shifts learners.  This is the prime focus of our COL moving forward.

This has led to senior leadership reflections and the following decisions:

Use senior leadership team meetings to model setting SMART goals and challenging our inquiries.

Transfer this to syndicates.

Have a specific timetable for syndicate meetings so they always cover this.

Focus on 2 or 3 children a term for close monitoring.

Planning for next year:

Find and review previous training in critical friend process.   Internal staff pd on this.  Peer critical friends.

COL spiral of inquiry development and pd.  Grouping with teachers in other schools.

Look for coaching opportunities for senior leadership team.

SLT and syndicate meetings set up with a standing agenda that covers, inquiry, moderation, SMART goals and focused attention on student progress.

Use syndicate time to develop resource banks of acceleration strategies that work.