Targets & Variations

Our annual consultation meeting was held in the school Hall on 27/11/19.

We consulted & informed with respect to:

• Academic performance for year levels & cohorts in our school during 2019 against National Standardised Testing.
• Information from Woolf Fisher Research Centre, and the Manaiakalani Summer Learning Journey
• Delivery of things Maori and for Maori
• Delivery of things Pasifika and for Pasifika
• Delivery of the Health Curriculum & Student Wellbeing
• The Manaiakalani 1:1 Learn, Create, Share Programme
• Y7/8 Language
• Y7/8 Careers

As a result of our consultation and analysis of our 2019 results, our recommended 2020 Targets are:

• To make a shift of 1.5yrs in the 2020 year of learning for All learners in every year level of the school, in Reading, Writing and Maths
• To have particular focus on:
  1. Priority learners who are below the national norm and with attention could be accelerated toward the norm
  2. improved achievement progress in Reading for all Pt England Learners
  3. improved achievement progress for Y7 - Y8 across Maths, Reading and Writing
  4. improved language acquisition across all Year Levels
• Continue developing the Learn, Create, Share pedagogy to motivate our children & raise their achievement and to engage whanau/aiga in their children's learning
• Continue to develop “dialogic” or classrooms with extended conversation
• Continue to develop and focus on Student Wellbeing, in particular Healthy Weight, Healthy Activity and Healthy Eating

Manaiakalani CoL/Pt England Targets/Specific Objectives:

• get 1.5 years progress for every child every year
• improve progress for Y7 - Y10
• improve progress for Boys Writing
• improve progress for Maori
• improve transition from class to class and develop a strong pedagogical pathway.
• To develop the Learn Create Share pedagogy in a consistent and scaffolded way throughout the school and measure the results by working with our Research Partners from the Wolf Fisher Research Centre along with external developers
• To continue to provide structured planning mechanisms to ensure planning for focused group teaching linked to high quality learning experiences occurs
• To provide resource and guidance for critical teacher inquiry into practice via the Kahui Ako
• To continue improving school-wide methods and strategies for the effective management and support of children at all levels with a particular focus on Student Wellbeing and self regulation
• To continue embedding the Ka Hikitia plan by continuing to enhance the delivery and inclusion of te reo me ona tikanga Maori
• To continue embedding the Pasifika Education Plan by whole school participation in our twice yearly Fiafia and by ensuring that the development of the Learn Create Share pedagogy continues to be inclusive of Pasifika desires, values and ideas.
• To partner effectively with Auckland UniServices & other partner providers in the Manaiakalani Outreach Programme

Analysis of Variance:

For the purposes of this analysis, the 2019 Core Subject Targets were:

• To make a shift of 1.5yrs in the 2019 year of learning for identified priority learners in every year level of the school against the NZC Expectations in Reading, Writing and Maths

Writing Target:

• To make a shift of 1.5yrs in the 2019 year of learning for the students in the "Below NZC Level" band of achievement in every level against the NZC Writing Expectations as measured by e-asTTle Writing followed by Teacher Judgement

What we did

We participated in structured Data Analysis with Woolf Fisher Research Centre at a whole of CoL Level. We participated in structured Data Analysis and Inquiry at an Across & Within School Teacher level and school and team by team level. We focused on developing language, in particular vocabulary, across all levels and all curriculum subjects.

We also participated in Manaiakalani Learn, Create, Share PLD at a Kahui Ako Level, Across & Within School Teacher level and a school and teacher by teacher level. This PLD focused on optimising Learn, Create, Share to support acceleration in Writing.

Performance Outcomes

Overall performance in Writing was once again, very satisfying with the vast majority of Pt England Learners accelerating well beyond one year's progress in a year. This occurred across all Manaiakalani schools and the Manaiakalani Outreach.

Approximately 75% of our learners made 1 - 1.5 yr's progress in Writing.

We have differentiated performance between boys and girls, with boys performing at least a sub-level below girls in most year levels though this reduces over time and becomes negligible by Y8.

We are pleased to say that our Māori Learners are some of our strong performers and are not under-performing our other ethnic groups.

For detailed data behind this summary, please visit Writing Cohort Data

What we are planning to do next

As you will see above, what we were doing was working, so much of the 2020 Programme of Work for Writing, will be a continuation of what we were doing in 2019.

A focus for 2020 will be the building of vocabulary at all levels and the building and extending of sentence structure. We will continue with the implementation of the developments which were seen to be working from 2016 through to the end of 2019. We are in the fortunate circumstance that we have evidence based programmatic changes to examine which can be quite quickly implemented and further evolved.

Teacher Inquiries into Practice will be conducted at the class, team, school and Kahui Ako levels.

Reading Target:

• To make a shift of 1.5yrs in the 2018 year of learning for the students in the "Below NZC Level" band of achievement in every level against the NZC Reading Expectations as measured by SEA, 6 Yr Survey, STAR, PAT Reading Comp, Standardised Running Records followed by Teacher Judgement

What we did

We ran termly Staff Meetings and Team Meetings to step out for our staff the basics of effective Reading Programmes. We did see a difference in performance. It was not, however specific and explicit enough in the Reading domain, to bring about significant change we needed to see.

We now have analysis back from Woolf Fisher Research Centre and along with our own analysis this suggests that in 2020 we need to focus on:

• Extended reading of texts, both wide and deep
• Extended conversations about text
• Extended reading mileage

Performance Outcomes

The majority of our learners made one year's progress in the 2019 academic and this is not sufficient to bring their performance up to NZC expectations. Our goal must be to replicate the acceleration we are now reliably achieving in Writing, in Reading. Approximately 50% of our learners made 1 - 1.5 yr's progress in Reading

For detailed data behind this summary, please visit Reading Cohort Data

What we are planning to do next

We are fortunate that we have evidence and practice available to inform the imperative practice change requirement, both from the previous time we accomplished the necessary sustained acceleration in Reading and from the current Teachers and their Inquiries in our school and other Manaiakalani schools who are achieving these gains right now.

We have a Kahui Ako wide agreement that in order to quickly improve this situation we need to build teacher capability in formative/responsive practice inside the Reading domain, along with building capability and practice in Learning Design.

To that end, we have agreed to have a cluster wide focus on improving reading and to hold a cluster wide Teacher Only Day in Term 1, to focus on Reading. We will also be delivering staff meetings term by term and getting our teams to discuss and plan before implementing in their classrooms.

Maths:

• To make a shift of 1.5yrs in the 2019 year of learning for the students in the "Below NZC Level" band of achievement in every level against the NZC Mathematics Expectations as measured by SEA, JAM, PAT Maths, Assessment Tasks, followed by Teacher Judgement

What we did

Having identified Mathematics development as a critical need in 2017, we engaged with DMiC Mathematics development again in 2019. All staff participated in this crown funded PLD and supported implementation was undertaken across all year levels and cohorts.

This was still a extremely challenging undertaking in it's 2nd year and we are pleased with how our staff have responded and learned over the year. We are also pleased to report that we have seen some signs of improvement this year.

We are looking forward, now, to seeing greater acceleration in 2020, but know that we will have to keep working really hard to achieve this.

Performance Outcomes

The majority of our learners made a year's progress in the 2019 academic year. This is less than we ultimately hope for and less than we need! We need to be consistently making more than a year's progress as our learners have catching up to do. Approximately 50% of our learners made 1 - 1.5 yr's progress in Mathematics.

You will note in the image above that Y8 performance in Writing almost maps perfectly onto the national norm by year end, so the Y7/8 slump is significantly reduced in the subject of high acceleration

In the image below you will see the transience percentages as our leaners come up through the school. The analysis of Pt England data, along with that of the Manaiakalani Kahui Ako, suggests that the Y7/8 "slump" is also affected by transience.

We do know, however, that as noted above, if we can succeed in viably and sustainably accelerating a subject domain and building learner engagement and enthusiasm for this aspect of learning, we largely negate the Y7/8 slump. This is what we now need to accomplish in Reading and Maths.

The "PES" Column began school here at Pt England, the "Enrolled Other" Column began school here some time later than their New Entrant year.

You can see that with transience this significant our staff are doing an amazing job to get the acceleration we are seeing.

The chart above, explains the frequency and time spent blogging that makes this significant difference.

We will be continuing to campaign to get more kids blogging in the holidays as the gains are so significant and simple to achieve!

Data contributing to this analysis:

• SEA (School Entry Asessment)
• 6 Yr Survey
• JAM & GLOSS Y1 upwards
• PM Benchmarks and Probe Y1 upwards
• STAR Reading Test Y3
• PAT Reading Comprehension Y4 - Y8
• PAT Maths Y4 - Y8
• e-asTTle Writing Y2 - Y8 (moderated across CoL)
• Teacher moderation, triangulation analysis and Judgement

What these results tell us overall:

• We have acceleration in Reading, Writing and Maths for Y1 - Y3
• We have accelerated progress ( i.e. more than 1 year's progress in a year) in Writing from Y1 - Y8
• We do not have accelerated progress in Reading for Y4 - Y8, with the exception of Y4 and Y7 where we did have acceleration
• We have some accelerated progress in Maths for Y4 -Y8, with the this being most in evidence in Y3, Y4, Y5

An analysis of the Woolf Fisher Research Centre findings along with our analysis of 3 years of achievement data in describing our Achievement Challenge and attendant PLD Programme proposition can be found in the Manaiakalani Community of Schools 2018 - 2021 Plan, which is currently under development. This Plan is incorporated in the Pt England School Annual Plan and Strategic Plan.

As we plan for 2020the Board, Staff and Learning Community will spending Inquiry time analysing performance in our 6 CoL Achievement Challenges and planning how to revise them:

During Term one of 2020 the Manaiakalani Kahui Ako and Pt England School will be adjusting the plan that is already in operation to improve these areas of performance through the lenses of Language Acquisition, Wellbeing and obvious curriculum development focii arising out of the evidence and discussion above.

Developing Learning:

The analysis of our own data and performance, the Woolf Fisher Research Centre Report and the Teacher Inquiries into practice both in our own school and across our Kahui Ako all point to the fact that we still need to focus on the Acquisition, Development, Transfer and Sustaining of Language across all levels and subject domains.

Every teacher must be a teacher of language all day and every day so that our learners experience and receive Language in Abundance.

To that end we have invited Dr Jannie van Hees , Dr Aaron Wilson & Dr Rebecca Jesson to help us guide both the domain specific teacher capacity building and to ensure we have teachers conducting rigorous and robust inquiries that give rise to powerful meta-data and analyses.

We have secured funding and support to develop and continue the Manaiakalani Learn, Create, Share pedagogy.

We have continued the Teacher Capacity Building approach to the development of Reading and will be consulting with Woolf Fisher Research Centre regarding this Learning Design and the meta-analysis of Teacher Inquiries into Practice.

More overview of how our year tracked can be found in the Mid and End Year Reviews.

The short movie below gives a brief insight into how Pt England learners experience other kinds of success and "high shift" in areas other than academic domains. These girls are 3 times Auckland champs

The Change Practice Imperative:

There continues to be clear emerging evidence in the Pt England Learning Community that where teaching staff have conducted thoughtful inquiry into their practice based on student achievement data and focused on raising achievement with the appropriate Deliberate Acts of Teaching that incorporate the Woolf Fisher Research, the learner shift has been quite remarkable.

This evidence from these inquiries giving rise to practice change means that we must apply the learnings from these classes and staff , across all learning spaces. We are privileged to have these fine examples of inquiry into practice in our school and we must continue to use them really well.

Kiwi Sport/Sport Auckland

This area of school life has continued to flourish, as mentioned in the Annual Report, with 15 Sports Codes being played this year. Georgina Gatenby has co-ordinated this programme in 2019.

620 students have participated in Kiwi Sport and the school contributed all of its $8,379.99 Kiwi Sport Funding to Sport Auckland who manage this contract for our cluster.