Embedded Files
We feel really blessed to have been able to hold face to face consultation this year
We have consulted & informed with respect to:
Academic performance for year levels & cohorts in our school during 2022 against National Standardised Testing and our own OTJ's
Timing of the school day for 2023
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
The 2022 Targets remained the same as the 2021 ones they were:
To make a shift of 1.5yrs in the 2022 year of learning for All learners in every year level of the school, in Reading, Writing and Maths
To have particular focus on:
Priority learners who are below the national norm and with attention could be accelerated toward the norm
improved achievement progress in Reading for all Pt England Learners
improved achievement progress in Maths for all Pt England Learners
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 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 theTā Taiako by continuing to enhance the delivery and inclusion of te reo me ona tikanga Maori
To continue embedding the Pasifika Education Plan (Tapa Sā) 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 2022 Core Subject Targets were:
To make a shift of 1.5yrs in the 2022 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 2022 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 our Research Team, supervised by Dr Rebecca Jesson of Woolf Fisher Research Centre at a whole of CoL and Manaiakalani Network 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 identified High Leverage Practices 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 beyond one year's progress in a year. This occurred across all Manaiakalani schools and the Manaiakalani Network of 120 schools.
Approximately75% of our learners made 1 - 1.5 yr's progress in Writing.
We are particularly proud of this result (seen below) as much of NZ went backwards during this period, as revealed by results shared with us by MOE.
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
At Network and Cluster level we have agreed that we will continue to focus on developing shared language and understanding for teachers and continue with a focus on vocab building with good structure and punctuation for learners.
We have agreed that we have to re-emphasise the value of individual learner blogs and participation in the Summer Learning Journey.
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 2022 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 held a cluster Teacher Only Day, ran termly Staff Meetings and Team Meetings to step out for our staff the basics of effective Reading Programmes. We emphasised engagement and the necessary joy of being a Reader. We did see a difference in performance. It meant that during lockdowns and intermittent attendance through Hybrid Learning, we did not go backwards. Our Learners on average, made a year's progress in a year. We are extremely proud of this and it speaks highly of the preparedness enabled by the Manaiakalani Pedagogy. We know we need to do better than this though, and have spent 2022 designing and developing the Reading Practice Intensive, which ultimately all our staff will participate in.
Our evidence suggests that we need to focus on:
Extended reading of texts, both wide and deep
Extended conversations about text
Critical Literacy
Extended reading mileage
Performance Outcomes
The majority of our learners made one year's progress in the 2022 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.
To this end we have designed and developed the Reading Practice Intensive to develop shared language, understanding and practices in Reading for all our staff.
We will continue to hold a cluster wide Teacher Only Days 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. We will continue working with the Manaiakalani Rsearch and Development Team along with Woolf Fisher Research Centre to inform and evolve practice.
Maths:
To make a shift of 1.5yrs in the 2022 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 in 2018 & 2019. All staff participated in this crown funded PLD and supported implementation was undertaken across all year levels and cohorts.
During 2020 and 2021 we continued to implement these learning despite multiple lockdowns, hybrid learning and optional attendance. We became clear that we needed to apply the same approach as we were developing for Reading so the Manaiakalani Roopu agreed that we would employ a Mathematics specialist and begin developing a Mathematics Practice Intensive like we have for Reading.
We are looking forward, now, to seeing greater acceleration as a result of identifying and embedding High Leverage Practices, 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 2022 academic year. Just like in Reading we are enormously proud of this result as during the most intensive times of COVID our learners by and large did not go backwards. We know though, that 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.
For detailed data behind this summary, please visit Maths Cohort Data
What we are planning to do next
We intend to go into a year of development with our Research and Development Team to build a Mathematics Practice Intensive to develop shared practice, language and learning across our roopu.
We agree to deliver customised in-house PLD at staff and team Meetings
We have begun this programme of work.
What we have proven over the years of research, is that although enrolment in this Manaiakalani School can produce at least a 1.5x shift in one academic year, you have to be present at school for it to work and you really need to stay at the same school in excess of 3 years. We also need each teacher to know how to apply the effective practice for each cohort or group of learners.
Summer Drop Off
Another significant area of inquiry for us is the Summer Drop Off or "Summer Slump". Along with Woolf Fisher Research Centre we have investigated the magnitude of this effect and what might be able to be cost effectively done about it without wrecking teacher or learner lives!
The chart below displays the magnitude of the Summer Drop Off in the Manaiakalani Schools and the one below that displays the huge remedial effect of our Summer Blogging programme.
The charts above show the difference in Reading and Writing results with a matched data set, between children who participated in the Summer Learning Journey and bogged 3 times plus, a week.
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 our 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 Manaiakalani Research Team findings along with our analysis of 3 years of achievement data in describing our Achievement Challenge and attendant PLD Programme proposition can be found www.manaiakalani.org These findings are incorporated in the Pt England School Annual Plan and Strategic Plan.
As we plan for 2023the 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 2023 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 Engagement, Wellbeing, High Leverage Practices 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, The Manaiakalani Research and Development 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 develop shared language, shared understanding and embed the "Pillars of Practice" to raise teacher capability across all levels and subject domains.
Every teacher must embed the Pillars of Practice and sustain them in order for us to raise achievement across domains.
To that end we have invited Dr Aaron Wilson & Dr Rebecca Jesson to continue guiding our Research and Development Team so that we continue to have robust critique and oversight of our development of Teacher Practice Intensives
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, Writing and Mathematics and will be consulting with Woolf Fisher Research Centre regarding this Learning Design and the meta-analysis of Teacher Inquiries into Practice.
The short movie below gives a brief insight into our focus on wellbeing, engagement and learning this year.
PES_Lagitupu_I Believe.movKiwi Sport/Sport Auckland
This area of school life has continued though curtailed, as mentioned in the Annual Report. Haree Titoko has co-ordinated this programme in 2022.
535 students have participated in Kiwi Sport and the school contributed all of its $7,900.52 Kiwi Sport Funding to Sport Auckland who manage this contract for our cluster.
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