kaharoa school principal's annual report for the 2017 year. · go4it year 1-7 teachers ipads...
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KAHAROA SCHOOL Principal's Annual Report for the 2017 year.
The 2017 year started with a roll of 191 pupils after losing 24 Year 8 children and 8 others who
moved to a variety of schools at the end of 2016. The 2017 year ended with 199 pupils. Over
the course of the year we had 45 admissions and 55 withdrawals.
A number of teachers across the school changed levels. We also had a number of new
appointments and changes throughout the year.
Kim Dalton was appointed to the Year6/7 room replacing Saveth Pon who was on a one
year contract.
Kathy Snodgrass was appointed to the New Entrant position. Over the year Kathy ran
two very successful MOE funded Reading Together programmes and a very popular and
useful transition to school programme for new entrant children.
Christina Clark was appointed to a fixed term job share position to work alongside
permanent teacher Joanne Clark.
Gaynor Lincoln worked in Room 4 in a fixed term teaching position for the majority of
the year while Rose Powley took 32 weeks study leave.
Sarah McGovern took maternity leave from her release teacher part time position in
June.
Teacher Aide Sarah Noel was trained to run our Roots of Empathy Programme.
Deputy Principal Stella van Gelder commenced the year in a walking position though had to
step into a teacher release role as a result of staff costs due to professional development
needs and a number of staff illnesses. At years end we had to farewell Ms Stella van Gelder
who retired from her position as Deputy Principal to make a family move to Nelson. Ms van
Gelder had been at Kaharoa School for 20 years.
All senior classes ran camps in Term 1. Rata – Whakamaru, Rimu – Tui Ridge, Tawa –
Waimarino and Totara – Waitomo Caves.
We started the year with two Teacher Only Days
Day 1 - focused on Google Apps for Education GAFE with Martin Hughes and Science with
Leanne Hale. Day 2 - we looked at the processes around effectively teaching Maori with Jeanne Gilbert.
Along with ongoing ‘Teaching as Inquiry’ the following school contracts and professional
development were undertaken
Professional Development 2017
Google Day: Martin Hughes
January 26th
Ongoing throughout the year. Final date
22 November
Kathy, Leanne, Rose, Christina, Jo,
Gaynor, Lisa, Maria, Kim,
Shannon, Warwick, Stella
Maori : Jeanne Gilbert
January 27th
February 16th and 17th - modelling
lessons
May 10th and 11th - Maori lesson
teaching observations
Kathy, Leanne, Rose, Christina, Jo,
Gaynor, Lisa, Maria, Kim,
Shannon, Warwick, Stella
Kathy, Leanne, Christina, Gaynor,
Lisa, Maria, Kim, Shannon,
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Page 2
Tātaritanga raraunga
Google Docs: Martin Hughes 22 Feb Christina, Leanne, Shannon, Kim,
Kathy, Maria, Lisa
Swimming PD with Erin Fowler –
13 February
All staff
Swim Rotorua 4 days of a Making the
Difference Water Safety programme
All staff
Anne Giles – Coaching – twice a term Warwick
Braille inservice for Staff (BLENZ)
17 Feb
Maria and Robin
Go4It Year 1-7 teachers
Ipads to support learning needs
Wendy (Nga Pumanuwa)
21st February
27th February
28th February
Heather, Sarah, Jackie
Reading Together March 8th Kathy
James Nottingham Sat 11 March Warwick, Stella, Lisa, Jo, Shannon,
Maria, Leanne, Kathy
Michael Henderson March 23rd (evening) Warwick and Stella
I.T. May 29th Lisa, Warwick
Two day google conference in Auckland Shannon and Kim
Maori Level 3 / 4
Study Leave All year (32 weeks)
Chinese
Rose
Science : Leanne facilitating at staff
meetings
15 Feb, 3 Mar, 22 Mar
Kathy, Leanne, Christina, Jo,
Gaynor, Lisa, Maria, Kim,
Shannon, Warwick, Stella
Science: Lessons modelled by Leanne or
Leanne observing lesson
Room Dates
R1 2016 18 May, 13 Sept 2017
R2 2016 18 May, 13 Sept, 2017 30
Mar
R3 2016 17 May, 13 Sept, 21 Oct
2017
Kathy, Jo, Gaynor, Lisa, Maria, Kim,
Shannon
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Tātaritanga raraunga
R4 2016 17 May, 13 Sept, 16 Sept,
4 Nov 2017
Peer Coaching and Learner Agency (Sue
Winters and Hancine) May 3
Warwick, Stella, Kathy,
Leanne,Joanne, Gaynor,
Lisa, Maria, Kim, Shannon
First Aid Course Saturday May 13th Warwick, Stella, Sarah McG, Kathy,
Leanne, Lisa, Maria, Kim,
Shannon
Speech course (Vocabulary focus) 30
May
Kathy and Jackie
Maori with Jeanne Gilbert July 26th Kathy, Leanne, Christina, Gaynor,
Lisa. Maria, Kim, Shannon
NZEI Tool Box
Aug 24th
Warwick & Stella
Child Matters (Vulnerable children)
September 5th
Jo
Science Lab
11-13th Sept
Kathy, Leanne, Jo, Gaynor, Maria,
Kim, Stella
Positive Behaviour for Learning
21 Sept
Warwick & Stella
Developing an Effective Writing
Programme Sheena Cameron and
Louise Dempsey’s Professional
Learning Workshop
Friday 29th September
Kathy, Leanne, Christina, Gaynor,
Lisa, Maria, Kim, Shannon
The Power of Words
Saturday 30 September
Kathy
T.O.D 24 October
Observations of WHP,RIS,
St Marys
Kathy, Leanne, Christina, Jo,
Gaynor, Lisa, Maria, Kim,
Shannon
Play Workshop
Saturday 4 November
Kathy, Leanne, Warwick
The PTA continued to provide strong active and financial support for the school including
Barbeques for various events throughout the year. A social evening. Firewood fundraiser.
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Tātaritanga raraunga
Calf rearing - ready for competition day – The key motivation behind “Classroom
Calves” was to enable more children to be involved in both rearing animals, and
competing in our annual LCCK day. Purchase of science equipment for our new laboratory area.
Purchase of an electric drum kit and supporting two school bands.
Paying for Toe by Toe teacher aide time.
Wood work table and tools.
Funding support for a school radio station.
Funding support for school uniforms.
Funding Numicon maths resources.
Table cloth for prize giving.
Book purchase.
Property and Resources
We moved back into the remodeled senior block at the beginning of term 4 and work began at
years end on the middle school classrooms with Ministry funding approved.
Our caretaker continued regular maintenance, and projects were reported to the Board. A
shared electronic Health and Safety register was set up with Hazards and Maintenance items
becoming a regular part of the staff meeting and BOT agendas. The following property projects
of significance happened
LED lights were installed in the Kokako Centre alleviating a safety concern of lights
burning out. Security cameras were installed
40 Chromebooks purchased.
$10,000 funding received for Sports Uniforms from NZCT.
Storage shed donated to the school.
Exterior safety and security lighting installed.
Wireless network upgrade
Funding for tennis gear purchase achieved by Kim Dalton
The House Captains raised funds to part fund the purchase of a school radio station.
The Board of Trustees continued a programme of professional development, policy review and
audit. All Board members were allocated google accounts. Shannon Napier resigned her
position as staff representative and Kathy Snodgrass was nominated for this role. The Board
continued enforcing Police Vets for all parents involved in school trips and camps. At years end
the enrolment scheme was extended to include Hamurana with MOE approval.
Mid-year we held a very successful Science consultation with children sharing their scientific
knowledge with parents.
In August we held a device procurement meeting supported by Nga Pumanawa e Waru (NPeW)
for parents. We also took the opportunity to show the movie ‘Screenagers’ to interested
parents and children followed by a question and answer session early in term 3 as part of our
device education. In September we carried out a NZCER ‘Me and My School ‘survey on our
Year 4 to 8 children (funded by NPeW) to get an overview of the children’s attitude toward
school and learning.
We continue to keep the children busy participating and competing in a number of events a
few of which are mentioned below.
Lunchtime art club with Paula Vernon.
The CBOP and BOP Cross Country and Rural Swimming Sports held at Kaharoa School.
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Tātaritanga raraunga
5 children represented the school at Motocross
Lunchtime band practises and performances.
Ripper Rugby training with Sport BOP.
Electives Term 2 and 3 and messy play for Room 1 and 2.
Tai Mitchell representation. BMX National Representation.
Agrikids involvement qualifying for the Nationals in Palmerston North where they placed
4th overall.
BOP Bouldering Competition - ten pupils represented the school. AIMS Games – three children represented the school in BMX. Writer’s Workshop – two children attended a writers workshop in Taupo.
A most successful school production was held in term 3 based on a library theme.
Leadership opportunities for all Year 8 children rather than selecting 8 House Captains.
7 children selected for Rotorua representative hockey teams.
5 children represented the school at the North Island skiing champs.
Lab in a Box visited the school and teachers utilized the weekly Science Boxes.
Shannon Napier also worked with various classes.
Newsteam teams across Year 5 to 8.
Intermediate gymnastics participation.
A life skills group trolley building.
A gardening group working in the vegetable gardens with supportive grandparents and
parent.
Tree Planting - 10 Year 8 children represented the school at a tree planting session at
Waiteti Marae.
A large number of children took part in the Rotorua Mini Marathon.
Ten pupils represented the school with a pupil placing 3rd individual and the team
placing 1st.
Chess – we sent a team of 11 children to the local chess power tournament with the
Intermediate team qualifying for the Nationals in Hamilton. We also held a chess power
tournament at the Kaharoa Hall.
Chess Coaching - paid lessons for children with Laurens Goormachtigh
Cardboard Boat Race
Calf Rearing of 8 calves.
More FM Spelling Bee – our Intermediate child achieved second and the Intermediate
team 2nd overall. Our primary entry achieved 4th out of 9 and the team achieved 4th.
Rotomaths - outstanding results in the Rotomaths large school divisions.
Year Placings - Large School Number of teams
Year 5 3rd and 8th 12
Year 6 2nd and 6th 14
Year 7 1st = 6
Year 8 1st 9
Warwick Moyle
Principal
Kaharoa School
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Tātaritanga raraunga
Special Needs Report 2017.
My job as SENCO is to work with the teachers when they and /or their parents identify children
who require special assistance. Running records, Burt test, Progressive Achievement Tests are
some of the assessments we use to collect information. Teachers also use classroom
observations and note parental concerns.
Many of these children require extra assistance and this may be covered by having a teacher
aide in the classroom to assist the teacher and the learner. However in some cases, outside
agencies such as Resource Teacher of Learning and Behaviour (RTLB), Speech and Language
Therapists, Resource Teacher for the Vision impaired (RTV) and other agencies are called in to
assist the child/teacher and parents.
Many of the children continue to require assistance either from teacher aides or outside
agencies each year. This is so they can maintain progress. Other children may require a
boost, a short-term intervention to ensure successful ongoing progress.
MOE funded- Outside agencies this year have been:
This year 4 applications were made for assistance to RTLB. Three children in Year 4 for
learning were applied for as a group. One of these children was also a behaviour concern and
we have asked for assistance from CYPS. One boy in Year 2 we have asked for learning
assistance. The RTLB has been working with the classroom teachers to support how they can
help these children. All 4 children have been discontinued from RTLB help for this year but I
can reapply next year if needed.
Two Year 6 boys received high learning needs funding. They are assisted for 12 hours a week
in the classroom to help with Reading, Writing and Maths by teacher aide Heather McDonald. I
have applied for funding again for next year for these 2 boys and 1 girl in Year 3.I have just
received confirmation the 2 boys will be funded 10 hours a week. I expect to hear before the
end of the year whether the other application for funding is successful.
One boy in year 1 was funded 1 ½ hours a week for 2 terms for oral language and speech
development. Jackie Cowie and Kathy Snodgrass attended a half day course giving strategies
on how best to help this student. His progress has meant he has now been discontinued.
In July I applied for funding for 2 students where English is a second language ESOL. For 1 boy
in Year 3 the application was successful the other child was assessed as no longer needing
funding support. One girl in Year 1 has a hearing disability and will get some funding and
equipment next year.
I have sent data to the Resource Teacher of Literacy but none of the children were considered
low enough. I child in year 2 was assessed as low enough but because her attendance has
been poor she has not been picked up.
Robyn Larcombe is the teacher aide and support person for a Year 6 Girl with physical
disabilities and sight problems for 19 hours a week this is fully funded.
School Funded.
We have 2 teacher aides in the Junior School who assist in classes with Reading, Writing and
Maths for 12 hours a week. Jacki Cowie works alongside Rooms Kauri and Kowhai and Sarah
Noel works alongside Rooms Matai and Miro. Having this extra help is really valued by teachers
and both ladies have excellent skills working one on one and with groups. Mandy du Toit has
voluntarily been taking 2 children in Room Kowhai on the Early Words programme.
Since Term 3 Mandy du Toit has been taking 4 boys in Year 5 and 6 on the Toe by Toe reading
programme. This has been paid for by the P.T.A. All the boys have benefitted from this
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Tātaritanga raraunga
programme and 2 of the 4 parents have noticed an improvement in their attitudes to reading
and progress in reading aloud.
I would like to thank Warwick and Stella for making time in their schedules to do some needs
programmes in the Senior School. Warwick has been working with small groups of senior
students Reading to Boys and Reading to Girls.
Stella worked with some senior boys on a writing and life skills project making go karts for the
school to use.
We cater as much as we can for our children. I am very grateful to the P.T.A for the extra
funding they have provided this year for teacher aides as they are invaluable in the support of
children’s learning.
Jo Clark.
Special Needs Coordinator.
Behaviour Report 2017 Term 1,2,3 Date Boys
Total Hitting or Kicking
Not telling the truth
Rude not doing as told
Interpersonal Wrong place wrong time
Other
Feb 5 4 4 2 4 4
March 1 4
April 2 2 2
May 2 4 4
June July 1 4 August 2 2
2 September 2 4 4
October November
TOTAL 15 5 0 1 2 0 7
Girls Total
Feb March April May June July August 2 3 3
September October November
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Tātaritanga raraunga
TOTAL 2 0 1 0 0 0 1 TOTAL 17 5 1 1 2 0 8 As at 29 September 2017 7 boys had totaled 15 bookings of two or more in a month. 1 girl had totaled 2 bookings of two or more in a month, 17 in total (31 in 2016).
Number of children booked from each class and percentage of double bookings: Rm 1-0% [0] Rm 2- 29.4% [5] Rm 3-11.8% [1] Rm 4 – 58.8% [2] Rm 5- 0% [0] Rm 6- 0% [0] Rm 7- 0% [0] Rm 8 – 0% [0]
91.5% of our children are behaving (96.6% in 2009, 92.9% in 2010, 92.5% in 2011, 84.1% in 2012, 88.7% in 2013, 92.3% in 2014, 92.8% in 2015, 85% in 2016)
1 boys received 52.9% of the bookings.
29.4% of the bookings were for violence in February (1 boy 4 bookings and 1 boy once). Ongoing work on effective communication and the law of consequences and rational decision making needs to be reinforced. (17% in 2012 and 52.5% in 2013, 60.6% in 2014, 58% in 2015, 67.7% in 2016). We will continue to promote Cornerstone Values throughout the school and the above. We managed to get emergency funding of just under a $1000 for teacher aide support. Nathan Bridge was employed to work alongside this boy. No children have been stood down or sent home on a Section 27.
The records since 2001 are as follows 2001 – 102, 2002 – 23, 2003 – 67, 2004 – 39, 2005 – 42, 2006 – 54, 2007 – 68, 2008 – 26 2009 - 13 2010 – 29, 2011 – 20, 2012 – 41, 2013- 40, 2014 – 33, 2015 – 31, 2016 – 31, 2017 - 17 Please note I have included September this year – prior to 2010 bookings only go to August.
Teacher bookings
Teacher Feb March Apr May June July Aug Sept Total
Warwick 11 1 3
Stella 1 11 3
Rose
Shannon
Saveth
Gaynor 11 1 1 1 1 6
Lisa
Christina/Jo 11 11 1 5
Maria
Unknown
KIWI SPORT 2017
All Ministry of Education Kiwi Sport funds were all expended on the Go4It programme. We also
expended funds on pool costs, funding equipment, running events, providing awards and
administration. We continued to host the rural schools swimming sports and cross country. We
hosted the BOP Cross Country for the first time. The school had teams and individuals
competing in events coordinated by the school in netball, hockey, golf, waterpolo, tennis, cross
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Tātaritanga raraunga
country, swimming, touch rugby, ripper rugby, 7’s rugby, athletics, triathlon, mini marathon,
rock climbing, BMX, skiing, chess and gymnastics.
The Principal represents Rotorua rural schools on the BOP Sport Principal’s Committee.
2017 6 year nett.
Summary.
22 children ( 13 boys and 9 girls) were tested on the full six year nett survey.
National standards and our school standard expect children to be reading at Level 12
or higher after 12 months at school. Against these standards 6 children are reading
at Level 12 or higher. 6 children are very close to achieving the standard and we
expect them to be at the standard within a month or two. 1 child is at level 9, 4 are
at level 8 , 2 at level 7 and 3 at level 3.
Of the children at the lower level 1 has recently started from another school, 2 of
these children started at 5 and a half and 1 child has had delayed oral language. I of
the girls in this group is having Early Words tuition with a teacher aide.
Given that on a normal distribution stanine 5 is average then ;
Letter ID 55 %, Concepts about Print 68 %, Word Test 81 %, Word Vocab
77 %, Dictation 81 % have achieved an average band or better.
This year 2 Teacher aides were shared between the 4 junior classes Monday to
Thursday and assisted with Reading, Writing and Maths.There was no Reading
Recovery this year and although help was requested for assistance from RTLit no
children were picked up for this and I was advised the children were not low
compared to help requested from other schools.
Recommendations;
Reading and Language needs to continue as our highest priority in Junior rooms.
Junior rooms must have a low numbers of children.
Our wish is to have 1 teacher aide per room to support reading and writing
programmes.
Continue the Home Reading tutorials that New Entrant Kathy Snodgrass has run this
year for new parents.
We know how important it is to allow children to consolidate rather than push them
up levels just to achieve a standard. I recommend that we continue to teach reading
the way it is currently being done. We have 3 teachers in the Junior school trained in
Reading Recovery and all the Junior staff are experienced teachers. By the time most
children reach the Senior school the majority are doing well as is shown in PAT
results and Running Records.
Continue to apply for help from outside agencies when needed.
Jo Clark
SENco.
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School
Name: Kaharoa School School Number: 1756
Strategic
Aim:
Strategic Intention 1 All students are able to access The New Zealand Curriculum. This is evidenced by progress and achievement
across the curriculum with particular emphasis on reading, writing, mathematics and science using a variety of
learning contexts and assessment tools Strategic Intention 2 All students are empowered to identify and reflect on their individual learning pathways so that they can progress
in relation to The New Zealand Curriculum and fully participate in and contribute to the school and their
community. Annual
Aim:
Annual Aim 1. To improve reading, writing and mathematics across the school with emphasis on areas of identified need both
remedial and extension 2. That all children make progress relative to their age. Regular assessments and monitoring will take place to
measure progress of all children with particular emphasis on those identified as below the expected level.
Target:
Writing - (15 children Well Below Standard and 37 children Below Standard as at EOY 2016 data) Writing - Teaching as Inquiry - 48 children (23 of whom were 2016 target children). 9 Yr 1; 5 Yr 2; 4 Yr 3; 6 Yr 4; 5 Yr 5; 7 Yr 6; 4 Yr 7; 8 Yr 8
Baseline
Data:
Analysis of school-wide writing data (OTJ’s against National Standards) in December 2016 identified 61 (31.5%)
students across the Year 1-8 cohort who were below (43) or well below standard (18) [52 or 26.8% Y1-7]
Of these 52 tamariki, 10 left the school either prior to the new year commencing or early in the school year.
See TAI data
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Tātaritanga raraunga
Actions What did we do?
Outcomes What happened?
Reasons for the variance Why did it happen?
Evaluation Where to next?
Whole school TAI looking at writing
exploring links with reading
- identify target groups (9
Maori children below)
Observations, sharing
ideas, readings and
strategies learned and used
during TAIs
Look at opportunities for
integrating writing into
science, the arts and across
the curriculum.
Identify target children
below standard in writing
and develop action plans.
DP supporting the class
programmes through
releasing teachers to work
with target groups,
moderation and mentoring
Developing and reviewing
writing (and reading)
progressions - how are they
being used by teachers, by
and with children and with
parents to enhance learner
agency and learning?
(building coherent use and
practice)
Encourage library
membership
Writing TAI data Of the 49 children
identified as target
children for 2017
9 Year 1;
4 Year 2;
5 Year 3;
6 Year 4;
5 Year 5;
7 Year 6;
4 Year 7;
8 Year 8
End of Year Outcomes Sub level e.g.2b to 2p.
Three sub levels equate to
one curriculum level Year 1: 4 children had just started
school and were not
assessed 2 children progressed one
sublevel 3 children progressed
three sublevels Year 2:
What has worked
All teachers took part in
professional development
opportunities this year:
Developing an Effective Writing
Programme Sheena Cameron
and Louise Dempsey’s
Professional Learning Workshop
They also visited other schools,
who were showing success in
their writing progress, to look
at and discuss different
strategies.
Other PD has included learning
how to effectively use Google
Docs and Hapara to enhance
learning. A senior school ‘Pick a
Path,’ writing activity is an
excellent example of
significantly increased student
engagement in terms of the
writing task and also
willingness to share writing.
Our NE teacher is addressing
learning challenges with at risk
children as soon as she has
identified the need. Four of
these children were
Continue to examine ways
that writing can be integrated
with other curriculum areas. Align with COL goals, seeking
professional development
opportunities Further explore ‘Play based
learning,’ to ensure readiness
for more formal learning
tasks. Principal’s sabbatical for
2018, will further investigate
this. Continue to make explicit
links between reading and
writing. Make teacher aide support
time a priority in budgeting
going forward. Continue PD, observations,
feedback and feed forward. For children who are not
making expected progress,
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Tātaritanga raraunga
Question parents about
what they can offer to
children’s learning at school
Integrating rural theme in
writing and reading (stories
about country life),
speeches
Reporting TAI results to the
BOT
2. DP - Once a week Life skills
group with well below tamariki
Term 2 and 3 to motivate targeted
and reluctant writers 3. Identify children who require
extra support - remedial and extension and put
into place appropriate
interventions 4. Embedding use of learning
buddies. What are we doing well?
What can we do to build
upon current practice?
5. Develop Read Together
Programme 6. Buddy reading - across classes 7. Moderate writing 2x year
1 child made no
measurable progress 3 children progressed one
sub level Year 3: 5 children progressed one
sub level Year 4: 2 children made no
measurable progress 1 child progressed one
sub level 2 children progressed two
sub levels 1 child progressed three
level sublevels Year 5: 5 children made no
measurable progress Year 6: 5 children progressed one
sub level 1 child progressed two
sub levels 1 child progresses three
sublevels Year 7: 3 children progressed 1
sub level 1 child progressed two
sub levels
immediately put into her target
writing group.
Our two junior teachers
attended a ‘Play Based
Learning,’ workshop. We are at
the beginning of the journey
implementing this philosophy
into teaching practice
In 2016, teachers had PD
around key words and learning
buddies. With time and practise
this is being embedded into
practice. Also the children’s
confidence and skills in using
their learning buddies
effectively is improving.
Being able to articulate learning
is having a positive effect on
progress.
Writing moderation continues
and results in more consistency
around assessment.
TAI discussions and sharing of
practice and strategies (both
what is working and what is
not), is helpful ongoing and
real PD for all teachers
Making links to reading has
contributed to writing purpose
being real for children and has
despite being in the target
group, involve parents more A major positive impact of the
intervention for the children is
a change in attitude for many
of them, believing that they
can write well and what they
write is worthwhile. Next time
they will be prepared to try,
because they have
experienced success. Ongoing funding and
resourcing requirements:
continue to be ongoing PD
and funding teacher aide
time.
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Tātaritanga raraunga
Year 8: 2 children progressed one
sub level 5 children progressed 2
sub levels 1 child progressed three
sublevels Some comments (Yr 1-8): “Now loves writing and
knows he can do it, no
stopping him.” “Great progress. Good
use of adjectives.” “Great ideas. Spelling and
proofreading much
improved.” “My Wow child. He’s at
the standard. Huge
improvement. Takes great
care.” Starting to write more
descriptively.” “Loves creative writing.” “Has settled into class and
is more focussed in his
work. He also responds
well to feedback and
seeks improvement.” “Her writing is starting to
mature and her vocab is
increasing. She is adding
detail more often in the
right places and appears
to be enjoying writing
more.”
also extended the vocabulary
children used.
Our reading to boys
programme has been extended
and we now have a reading to
girls group too.
Teacher Aide help in the class
is invaluable. Once the class
has been set up with a rich
learning task, the teacher aide
can roam, while the teacher
spends targeted teaching time
with the at risk students.
Sharing children’s work
regularly in the class and in the
wider school.
Writing rockets have been used
in the classroom so students
can set their next steps. This
has met with varying levels of
success, and teacher input is
essential as students don’t
know what they don’t know.
With a school wide focus on
Science this year, the science
context has been a great
motivator for writing
What has not worked
Despite trying new strategies
and working more intensively
with target children, there are
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Tātaritanga raraunga
a few children who have not
made expected progress.
This tends to be children who
have multiple learning
challenges. For these children,
teachers will need to work
more closely with parents in
ensuring follow up tasks are
given, even during holiday
breaks.
Planning for next year:
Learning buddies reinstated NE to Yr 8.
Play based learning-NE-Yr 2 with specific measures so we can compare newly enrolled data with current Yr 3 data.
Make teacher aide support time in junior classrooms a priority made possible with PTA funding
Teacher aide time-specific measures of time with T and TA comparing EOY 2017 data with EOY 2018 data. Junior teachers
to facilitate a workshop per term, reading, writing, maths, science. All TAs to attend Reading Together programme
facilitated by NE teacher.
Further explore ‘Play based learning,’ to ensure readiness for more formal learning tasks. (Course 3 February NE teacher,
Principal, DP). Principal’s sabbatical for 2018, will further investigate this.
Coaching and mentoring - Principal and DP to work alongside through observations, feedback and feed-forward.
Parent/teacher workshops for those parents of target writing children. Outline expectations for these children and have a
choice of tasks/activities the children to do at home with parent support (if applicable could tie this into homework
challenge task)
Continue to examine ways that writing can be integrated with other curriculum areas in a variety of contexts.
Specifically report against curriculum levels at identified points to BOT and parents throughout the year
Align with COL goals, seeking professional development opportunities for staff
Make explicit links between reading and writing by sourcing quality literature
Students to understand and articulate the reasons for writing
Teachers to take every opportunity to explicitly highlight and celebrate success. Teachers to understand the impact they
have in building student confidence and motivation.
Teachers will teach the children to understand and celebrate the positive impact the children’s writing can have on
themselves and others.
Celebrate and share writing with learning buddy, group, class, on school radio, with parents.
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Tātaritanga raraunga
Progress and Achievement Test T4 Results (bracketed scores are National
Comparisons) LISTENING -
Number of
Students
Mean Scale Score(patm)
Standard Deviation
Scale Score(patm)
Median(patm) Lower Quartile(patm)
Upper Quartile(patm)
Lowest Score(patm)
Highest Score(patm)
Mean Stanine(patm)
Y3 24 55.9 (47.3) 14.2 (10.6) 57 (47.3) 49.3 (40.2) 66 (54.4) 23.7 80.5 6.5 (5.0)
Y4 24 56.2 (50.3) 13.3 (11.5) 55.8 (50.3) 48.2 (42.5) 61.7 (58) 23.6 84 5.6 (5.0)
Y5 29 63.6 (52.1) 11.9 (11) 66.2 (52.1) 58.2 (44.7) 72.4 (59.5) 34.4 84.4 6.6 (5.0)
Y6 26 62.9 (54.4) 13.6 (11.4) 62 (54.4) 51.2 (46.7) 70 (62) 44.3 96.1 5.8 (5.0)
Y7 18 58 (56.5) 10.9 (11.4) 58.8 (56.5) 51.5 (48.8) 62.4 (64.2) 34.2 79.7 4.8 (5.0)
Y8 29 66.5 (59) 12.3 (11.4) 62.1 (59) 57.7 (51.3) 71.9 (66.6) 49.7 90.2 5.5 (5.0)
COMPREHENSION
Number of
Students
Mean Scale Score(patm)
Standard Deviation
Scale Score(patm)
Median(patm) Lower Quartile(patm)
Upper Quartile(patm)
Lowest Score(patm)
Highest Score(patm)
Mean Stanine(patm)
Y3
Y4 22 37 (28.8) 15.7 (15.2) 36.4 (28.8) 25.8 (18.5) 43.6 (39.1) 9.8 72.3 5.1 (5.0)
Y5 29 49.1 (35.8) 14.5 (13.2) 50.2 (35.8) 37.2 (26.9) 60.4 (44.7) 21.6 72.2 5.5 (5.0)
Y6 26 53 (45) 12.3 (12.7) 49.9 (45) 46.1 (36.4) 60.4 (53.6) 26.5 79.1 5.0 (5.0)
Y7 18 60.1 (53.2) 10.7 (12.6) 59.6 (53.2) 54.9 (44.7) 66.8 (61.7) 38.5 79.9 4.9 (5.0)
Y8 29 68.4 (60.4) 12.8 (12.3) 68.5 (60.4) 59.6 (52.1) 73.4 (68.7) 44.7 95.3 5.1 (5.0)
VOCABULARY
Number of
Students
Mean Scale Score(patm)
Standard Deviation
Scale Score(patm)
Median(patm) Lower Quartile(patm)
Upper Quartile(patm)
Lowest Score(patm)
Highest Score(patm)
Mean Stanine(patm)
Y3
Y4 24 40.1 (32.4) 15.9 (16) 41.5 (32.4) 32.3 (21.6) 50.5 (43.2) 10.6 63.9 4.9 (5.0)
Y5 29 54.6 (40.9) 19.6 (15.8) 52.6(40.9) 41 (30.2) 69.2 (51.6 21.2 92.0 5.6 (5.0)
Y6 26 56.2 (48.7) 15.7 (15.0) 56.0(48.7) 47.8(38.6) 65 (58.8) 25.6 88.8 5.1 (5.0)
Y7 17 58.9 (55) 12.9 (14.3) 61.5 (55.0) 45.4 (48.0) 66.3 (64.6) 39.7 85.6 4.8 (5.0)
Y8 29 68.4 (60.1) 12.9 (14.8) 68.3 (60.1) 50.1(58.5) 73.4 (70.1) 48.0 98.7 5.3 (5.0)
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Tātaritanga raraunga
MATHS
Number of
Students
Mean Scale Score(patm)
Standard Deviation
Scale Score(patm)
Median(patm) Lower Quartile(patm)
Upper Quartile(patm)
Lowest Score(patm)
Highest Score(patm)
Mean Stanine(patm)
Y3
Y4 24 30.6 (33.4) 12.5 (12.8) 35.2 (30.6) 25.5 (22) 41.4 (39.2) 2.9 60.2 4.1 (5.0)
Y5 29 47.8 (38.9) 14.3 (12.4) 46.1 (38.9) 41.9 (30.5) 54.5 (47.2) 20.2 87.7 5.3 (5.0)
Y6 26 48.7 (45.1) 13.4 (11.7) 47.9 (45.1) 41.3 (37.2) 57.3 (53) 19.3 72.3 4.9 (5.0)
Y7 18 56.4 (49.6) 11.4 (11.5) 56.6 (49.6) 50.7 (41.8) 62.3 (57.4) 33.1 77 5.2 (5.0)
Y8 29 63.8 (55.0)
11.7 (11.4)
61.8 (55.0)
55.2 (47.3) 69.3 (62.7) 44.6 102.4 5.3 (5.0)
Comments Above National Norm mean in most tests across cohorts apart from maths Year 4
![Page 17: KAHAROA SCHOOL Principal's Annual Report for the 2017 year. · Go4It Year 1-7 teachers Ipads to support learning needs Wendy (Nga Pumanuwa) 21st February 27th February 28th February](https://reader034.vdocuments.site/reader034/viewer/2022050603/5faa2dc1e2e9566da6166a24/html5/thumbnails/17.jpg)
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Tātaritanga raraunga
End of Year National Standards Data - National Standards data for 2017 EOY is below.
READING NOV 2017
Curriculum Level
National Standards
After 1
year
After 2
years
After 3
years
End Year
4
End Year
5
End Year
6
End Year
7
End Year
8
5
13 (45%)
Abo
ve
4 End Year 8
7 (41%)
12 (41%)
At
End
Year 7 10 (38%)
8 (47%)
3 (10%)
Belo
w
3 End
Year 6 12 (41%)
6 (23%)
1 (6%)
1 (3%)
Well
Below
End
Year 5 3 (13%)
6 (21%)
7 (27%)
1 (6%)
2 End Year 4
12 (44%)
9 (38%)
9 (31%)
3 (12%)
After 3 years
3 (18%)
7 (26%)
10 (42%)
2 (7%)
1 After 2 years
1 (4%
)
12 (71
%)
8 (30
%)
2 (8%
)
After 1
year 10 (43
%)
2 (12
%)
12 (52%)
![Page 18: KAHAROA SCHOOL Principal's Annual Report for the 2017 year. · Go4It Year 1-7 teachers Ipads to support learning needs Wendy (Nga Pumanuwa) 21st February 27th February 28th February](https://reader034.vdocuments.site/reader034/viewer/2022050603/5faa2dc1e2e9566da6166a24/html5/thumbnails/18.jpg)
Page 9
Tātaritanga raraunga
WRITING NOV 2017
Curricul
um Level
Nationa
l Standards
Afte
r 1 year
Afte
r 2 years
Afte
r 3 years
End
Year 4
End
Year 5
End
Year 6
End
Year 7
End
Year 8
5
2 (7%)
Abo
ve
4 End
Year 8 1 (6%)
22 (76%)
At
End Year 7
6 (23%)
14 (82%)
5 (17%)
Below
3 End Year 6
11 (38%)
7 (27%)
1 (6%)
Well Belo
w
End Year 5
4 (17
%)
11 (38
%)
8 (31
%)
1 (6%
)
2 End Year 4
3 (11
%)
9 (38
%)
5 (17
%)
5 (19
%)
After 3 years
2 (12
%)
16 (59
%)
9 (38
%)
2 (7%
)
1 After 2 years
10 (59
%)
8 (30
%)
2 (8%
)
After 1 year
14 (61%)
5 (29%)
9 (39
%)
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Tātaritanga raraunga
MATHS NOV 2017
Curricu
lum Level
Nation
al Standards
Afte
r 1 year
Afte
r 2 years
Afte
r 3 years
End
Year 4
End
Year 5
End
Year 6
End
Year 7
End
Year 8
5
8 (28%)
Abo
ve
4 End
Year 8 5 (29%)
19 (66%)
At
End Year 7
6 (23%)
10 (59%)
Below
3 End Year 6
6 (21%)
11 (42%)
1 (6%)
2 (7%)
Well
Below
End Year 5
3 (13%)
19 (66%)
6 (23%)
1 (6%)
2 End Year 4
5 (19
%)
17 (71
%)
2 (7%
)
3 (12
%)
After 3
years
3 (18
%)
12 (44
%)
3 (13
%)
2 (7%
)
1 After 2 years
5 (22
%)
12 (71
%)
10 (37
%)
1 (4%
)
After 1 year
12 (52
%)
2 (12
%)
6 (26
%)
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Tātaritanga raraunga
NAG2A - Showing students at Kaharoa School on 1st Nov 2017
2017 National Standards Report
MoE # Name SMS Version Date Report Name Excl ≥ Mar Excl No OTJ
1756 Kaharoa School eTAP 18.104 2018-02-11 March annual
charter update 12
Reading All students
Years 1 - 8
Well Below Below At Above Total
No % No % No % No % No
All students
Male 7 6.8% 28 27.2% 37 35.9% 31 30.1% 103
Female 4 4.7% 22 25.6% 31 36.0% 29 33.7% 86
Total 11 5.8% 50 26.5% 68 36.0% 60 31.7% 189
MoE # Name SMS Version Date Report Name Excl ≥ Mar Excl No OTJ
1756 Kaharoa School eTAP 18.104 2018-02-11 March annual
charter update 12
Writing All students
Years 1 - 8
Well Below Below At Above Total
No % No % No % No % No
All students
Male 10 9.7% 31 30.1% 54 52.4% 8 7.8% 103
Female 4 4.7% 16 18.6% 45 52.3% 21 24.4% 86
Total 14 7.4% 47 24.9% 99 52.4% 29 15.3% 189
MoE # Name SMS Version Date Report Name Excl ≥ Mar Excl No OTJ
1756 Kaharoa School eTAP 18.104 2018-02-11 March annual
charter update 12
Mathematics All students
Years 1 - 8
Well Below Below At Above Total
No % No % No % No % No
All students
Male 6 5.8% 16 15.5% 54 52.4% 27 26.2% 103
Female 5 5.8% 12 14.0% 55 64.0% 14 16.3% 86
Total 11 5.8% 28 14.8% 109 57.7% 41 21.7% 189
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Tātaritanga raraunga
Data to inform thinking and possible learning needs
Reading - EOY 2017
WB
2016
2017
B
2016
2017
AT
2016
2017
AB
2016
2017
Total
2016 Total
2017 %
at or above
2016
%
at or above
2017
A1 1 2 11 10 7 10 0 1 19 23 36.8% 47.8%
A2 7 0 6 2 4 12 9 3 26 17 50% 88.2%
A3 4 0 6 8 6 4 7 11 23 23 56.5% 65.2%
Y4 1 2 2 10 11 9 14 3 28 24 89.3% 50%
Y5 5 2 5 9 7 6 10 12 27 29 62.9% 62.1%
Y6 1 3 3 7 9 6 7 10 20 26 80% 61.5%
Y7 2 1 1 1 11 9 13 7 27 18 88.8% 88.8%
Y8 2 1 1 3 11 12 10 13 24 29 87.5% 86.2%
Total 23 11 35 50 66 69 70 60 194 189 70.1% 68.7%
Analysis 2017 (A1 - Y8)
WELL BELOW
5.2% (11/189) (11.9% last year) reading Well Below standard (4 females and 7 males). Of these 8 identify as Māori
4 Māori Boys and 4 Māori Girls are Well below
1 child came from another school mid year with hearing needs (Māori)
2 children started this year at Kaharoa School (both Māori)
3 children came from other schools in 2016 (1 Māori Boy).
1 Māori Boy has had ongoing Teacher Aide funding support and ORS declined
Of the 11 children all have had some form of remedial support - 2 have teacher aide funding and 2 are under CYPS
support
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Tātaritanga raraunga
BELOW
26.5% (50/189) (18% last year) reading Below standard (22 females and 28 males)
Of these 15 identify as Māori
8 Māori Boys and 7 Māori Girls are Below 15/50 identify as Māori 30%
Of those Well Below or Below
5 have left for High School
Of the others the Room they are in this year are:
Well below Below
Room 2 2 4
Room 3 6
Room 4 8
Room 5 9
Room 6 2 9
Room 7 4 5
Room 8 2 5
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Tātaritanga raraunga
Writing - EOY 2017
WB
2016
2017
B
2016
2017
AT
2016
2017
AB
2016
2017
Total
2016 Total
2017 %
at or above
2016
%
at or above
2017
A1 2 4 7 5 10 14 0 0 19 23 52.6% 60.9%
A2 2 0 9 5 12 10 3 2 26 17 57.7% 70.6%
A3 2 0 8 8 8 12 5 3 23 23 56.5% 65.2%
Y4 1 2 4 9 13 9 10 4 28 24 82.1% 54.2%
Y5 5 2 5 5 11 11 6 11 27 29 62.9% 75.8%
Y6 2 5 2 8 13 7 3 6 20 26 80% 50%
Y7 1 1 2 2 18 14 6 1 27 18 88.9% 83.4%
Y8 3 0 6 5 12 22 3 2 24 29 72.5% 82.8%
Total 18 14 43 47 97 99 36 29 194 189 69.2% 67.9%
Analysis 2017 (A1 - Y8) 32.3% (61/189) of students are below or well below standard in writing (25 are Māori)
WELL BELOW
14 Well Below – 4 Female, 10 Male
Of these
2 have High Remedial Needs - haven’t been successful with ORS (BH5, LH5)
1 has ORS funding and TA support - (HF)
![Page 24: KAHAROA SCHOOL Principal's Annual Report for the 2017 year. · Go4It Year 1-7 teachers Ipads to support learning needs Wendy (Nga Pumanuwa) 21st February 27th February 28th February](https://reader034.vdocuments.site/reader034/viewer/2022050603/5faa2dc1e2e9566da6166a24/html5/thumbnails/24.jpg)
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Tātaritanga raraunga
9 are Māori (2IY,3LL,2JN, 5AM, 6BH, 7KN, 7LH, 7BH, 7KH )
BELOW
47 Below – 31 Male (9 Māori) and 16 Female (7 Māori)
Of these Well Below or Below
5 have left for High School and 3 for other schools
Of the others the Room they are in this year are:
Well below Below
Room 2 2 2
Room 3 2 4
Room 4 9
Room 5 10
Room 6 2 5
Room 7 5 4
Room 8 3 5
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Tātaritanga raraunga
Maths - EOY 2017
WB
2016
2017
B
2016
2017
AT
2016
2017
AB
2016
2017
Total
2016 Total
2017 %
at or above
2016
%
at or above
2017
A1 1 2 6 4 9 12 3 5 19 23 63.2% 73.9%
A2 3 8 2 13 12 2 3 26 17 57.7% 88.2%
A3 4 5 9 12 9 2 5 23 23 60.9% 61%
Y4 0 1 2 3 18 17 8 3 28 24 92.9% 83.3%
Y5 5 2 5 2 10 19 7 6 27 29 62.9% 86.2%
Y6 1 3 6 6 9 11 4 6 20 26 65% 65.4%
Y7 1 1 2 2 17 10 7 5 27 18 78.9% 83.3%
Y8 4 2 2 10 19 8 8 24 29 75% 93.1%
19 11 36 28 98 109 41 41 194 189 71.6% 79.4%
Analysis 2017 (A1 - Y8)
20.6% (39/189) of students are below or well below standard in mathematics
WELL BELOW
Of these
11 (6 Male and 5 Female)
8 Māori (3 Male and 5 Female)
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Tātaritanga raraunga
2 have left for High School
BELOW STANDARD
Of these
16 Male and 12 Female
8 children identify as Māori (4 Male and 4 Female)
1 child has left the school for another school (NRD)
Of the others the Room they are in this year are:
Well below Below
Room 2 2
Room 3 4
Room 4 7
Room 5 5
Room 6 1 3
Room 7 4 3
Room 8 2 5