Analysis of Variance Reporting
School Name:
Waimairi
School Number:
Strategic Aim:
To increase the number of students achieving at or above the National Standard.
3571
Analysis reporting
Annual Aim:
To raise the rate of acceleration of all year group cohorts.
Target:
By the end of the 2016 school year key indicator cohorts will have more consistent, and increased proportions at or
above the National Standard.
Baseline Data:
Reading:
The End of 2015 Year 2 and 4 cohorts had a great larger proportion of students ‘well below’ or ‘below’ standard than other cohorts.
End of 2016 School Year AOV Report
Ministry of Education | Analysis of Variance Reporting
Analysis of Variance Reporting
Actions
What did we do?
We continued to focus on greater
understanding of, and more
effective implementation of, the
three key underpinnings of
accelerated learning at Waimairi
School.
Analysis reporting
-Teacher effectiveness (including
metacognition and specific subject
knowledge)
Outcomes
What happened?
For priority learners:
Māori Achievement: 92% of Māori
learners are at or above standard for
reading at the end of 2016 (compared to
89% of all learners).
Progress & Acceleration: 77% of
Māori learners made one or more year’s
progress in the 2016 year (compared to
83% of all learners).
-Relationships (including cultural
responsiveness).
- Richness within. (Includes
student dispositions/attributions).
Reasons for the variance
Why did it happen?
Māori Achievement An intensive, widereaching focus on research-based
initiatives to accelerate Māori
achievement. There have been strong
gains in staff lead indicators (knowledge
of, and application of, tikanga and te reo
Māori, engagement with whānau) given
the complexity of the task not all gains in
lead indicators are yet translating into
shifts in lag indicators.
We are very pleased with outcomes of
analysis of Māori indicators from the
NZCER Student Engagement tool.
While the ‘achievement’ percentages
are pleasing, the ‘progress &
acceleration’ percentages are the
indicator we must focus on. Our Māori
learners do not yet have the same rate
of movement as all other learners.
During 2016 the school moved closer
towards a sound (and wide-spread)
understanding of Māori education and
achievement issues & effective
practices.
We are now well placed to apply this
considerable new knowledge in a
individualised way, as opposed to a
more generalised ‘for the Māori cohort’
way. Progress and acceleration analysis
on a class by class basis shows the
power of this next step.
Ministry of Education | Analysis of Variance Reporting
Evaluation
Where to next?
We will continue to monitor and analyse
student engagement data for Māori and
for whole school cohorts. There is a
correlation with progress and
achievement.
Our next step is to move from working
on generic ‘Māori’ achievement to
individual Māori tamariki achievement.
Planning for new initiatives to support
this is already underway.
We will pay attention to the data trends
which show us the impact of staffing
changes. With several staff departures
and study leave the practical and
budgetary importance of induction and
‘Waimairi specific’ training in 2017 takes
on heighten importance.
Budgetary/resourcing priority will be on
-New/recent staff learning (LIP)
-Individualised Māori student /whānau
approaches.
-Building junior school staff
understanding of developmental
milestones vs. expected progress rates.
For all learners: Progress &
Acceleration: 83% of learners made
one or more year’s progress in the 2016
year.
Tātaritanga raraunga
Achievement: 94% of ‘our end of Year
6’ learners are at or above standard.
When analysing data on a class-byclass basis it remains clear that the
consistent application of practices
congruent with our ‘Waimairi LIP’
literacy programme is essential to drive
progress. Key components driving
student acceleration are
-consistent application of the school’s
metacognitive model.
-explicit connection of reading and
writing strategies.
-explicit efforts to build vocabulary.
Our strategic focus on developing
learners over the full six-years of
primary schooling (attending to
developmental needs and neurological
milestones in the correct order and at
the right time continues to pay off with
Year 6 leavers’ levels of achievement.
However
For all learners: Progress &
Acceleration: 68% of ‘end of Year 3
learners made one or more year’s
progress in reading (compared to 81%
for maths and 81% for writing).
Ministry of Education | Tātaritanga raraunga
We are digging deeper into this data. It
is important to understand this variation.
The first area of focus is a revision of
the monthly monitoring we do on
reading progress in the junior/middle
area. This is revealing class-by-class
variation compared to cohort-wide
indicators.
Page 3
Tātaritanga raraunga
We are also examining the extent to
which developing teachers’
understanding of children’s neurological
development raises tensions with
teachers’ understanding of expected
rates of reading progress. We want to
ensure neither of these sets of teacher
knowledge overrides the other.
Planning for next year:
2017 Target Reading. In 2016 77% of Māori Learners made one or more year’s progress in reading, compared to 83% for the whole school. This gap cannot increase.
92% of Māori are at or above standard compared to 89% of the whole school. To maintain this equity of achievement, which was hard fought for, we must restore Māori
progress to the same rate as all others.
___________________________________________________________________________________
Therefore:
-We will ensure there is no reduction in the visibility of, and staff understanding of, the key values components of Prof’ Angus MacFarlane’s Educultural Wheel.
-We will ensure all staff are fully implementing all dimensions of the proven Waimairi LIP literacy programme, which has a comprehensive pedagogical base specifically
addressing Māori acceleration needs.
-Ensure Charter strategic, annual plan and budgetary sections continue to prioritise the objectives of Ka Hikitia.
-Further staff Te Reo competence by establishing a Level 2 Te Reo Māori course , on site, for staff and parents.
-Facilitate the attendance of all new teaching staff, support staff and Board members at Ngai Tuahuriri Marae Workshop One.
- Facilitate the attendance of all existing teaching staff, support staff and Board members at Ngai Tuahuriri Marae Workshop Two.
Ministry of Education | Tātaritanga raraunga
Page 4
For all priority learners
In addition to section below:
-Continue to implement the outcomes of the Whakapiki project at the ECE/New Entrant interface and build staff capacity with the revised Te Whāriki document to support
this.
Tātaritanga raraunga
-Build new staff knowledge of neuro-sequential child development and the practical implications for accelerating progress ‘over-time’ – not in 20-week bursts.
- Every 20 weeks hold case conferences with all stakeholders in the child’s progress and identify areas for improvement. In addition to individual plans, senior leadership
can identify and respond to trends and common areas for improvement for priority learners across the school.
-We will ensure all staff are fully implementing all dimensions of the proven Waimairi LIP literacy programme, which has a comprehensive pedagogical base specifically
addressing priority learners’ acceleration needs
-We will expand the base of the Waimairi MIP maths intervention, which is developing comprehensive pedagogical base specifically addressing priority learners’
acceleration needs. This project is funded via the Teacher-Led Innovation funds as part of the national Investing for Educational Success initiative.
-Ensure ongoing budget and resourcing for Danks, STEPS, Numicon, and Afternoon Programme.
For all learners
-We will assist teaching staff to act with increased agility to 20 weekly contributing OTJ indicators and look for more trends without reliance on senior leadership to point
these out (building teacher inquiry capacity).
-We will help teachers to analyse individual and class/cohort trends from monthly and/or termly plotting of reading, writing and maths progress sent to DPs and explicitly
link actions to this analysis. River Leaders to strengthen capacity here.
-Analysis of class/cohort trends and progress over time of PAT, AsTTle data, School Entry Assessments, 6 Year Nets, JAM and other assessments to be given high
priority on River Team and ‘teaching team’ meetings and discussions.
-Attendance monitoring and analysis. Weekly by teachers and every 20 weeks by senior staff to be followed up on in a more direct and timely way by class teachers in the
first instance.
-Well-being. Bully survey and annual NZCER student engagement survey. Implications to be illustrated at annual staff retreat and kept to forefront of River and ‘teaching
team’ meetings and discussions.
-Implications of IYP for teachers PD to be applied to learning environments and programmes.
-We will ensure all staff are fully implementing all dimensions of the proven Waimairi LIP literacy programme, which has a comprehensive pedagogical base specifically
addressing Māori acceleration needs.
Ministry of Education | Tātaritanga raraunga
Page 5
School Name:
Waimairi
School Number:
Strategic Aim:
To increase the number of students achieving at or above the National Standard.
Annual Aim:
To raise the rate of acceleration of all year group cohorts.
Target:
By the end of the 2016 school year key cohort indicators will have more consistent, and increased proportions at or
above the National Standard.
3571
Tātaritanga raraunga
Baseline Data:
Writing:
82% of Māori students compared to 91% of all students are at or above standard.
Ministry of Education | Tātaritanga raraunga
Page 6
Analysis of Variance Reporting
Actions
What did we do?
Outcomes
What happened?
Reasons for the variance
Why did it happen?
Evaluation
Where to next?
We continued to focus on greater
understanding of, and more
effective implementation of, the
three key underpinnings of
accelerated learning at Waimairi
School.
Writing
We will continue to monitor and analyse
student engagement data for Māori and
for whole school cohorts. There is a
correlation with progress and
achievement.
-Teacher effectiveness (including
metacognition and specific subject
knowledge)
For all learners: Achievement: 91% of
our ‘end of Year 6’ learners are at or
above standard.
Māori Achievement An intensive, widereaching focus on research-based
initiatives to accelerate Māori
achievement. There have been strong
gains in staff lead indicators (knowledge
of, and application of, tikanga and te reo
Māori, engagement with whānau) given
the complexity of the task not all gains in
lead indicators are yet translating into
shifts in lag indicators.
Analysis reporting
Writing
For priority learners:
Māori Progress & Acceleration: 79%
of Māori learners made one or more
year’s progress in the 2016 year
(compared to 76% of all learners).
However
For priority learners:
-Relationships (including cultural
responsiveness).
- Richness within. (Includes
student dispositions/attributions).
Māori Achievement: 79% of Māori
learners are at or above standard for
writing at the end of 2016, (compared to
86% of all learners).
Pasifika Achievement: 74% of
Pasifika learners are at or above
standard for writing at the end of 2016,
(compared to 86% of all learners).
We are very pleased with outcomes of
analysis of Māori indicators from the
NZCER Student Engagement tool.
While the ‘achievement’ percentages
are pleasing, the ‘progress &
acceleration’ percentages are the
indicator we must focus on.
During 2016 the school moved closer
towards a sound (and wide-spread)
understanding of Māori education and
achievement issues & effective
practices.
We are now well placed to apply this
considerable new knowledge in a
individualised way, as opposed to a
more generalised ‘for the Māori cohort’
way. Progress and acceleration analysis
on a class by class basis shows the
power of this next step.
When analysing data on a class-by-
Ministry of Education | Analysis of Variance Reporting
Our next step is to move from working
on generic ‘Māori’ achievement to
individual Māori tamariki achievement.
Planning for new initiatives to support
this is already underway.
We will pay attention to the data trends
which show us the impact of staffing
changes. With several staff departures
and study leave the practical and
budgetary importance of induction and
‘Waimairi specific’ training in 2017 takes
on heighten importance.
Budgetary/resourcing priority will be on
-New/recent staff learning (LIP)
-Individualised Māori student /whānau
approaches.
-Building junior school staff
understanding of developmental
milestones vs. expected progress rates.
Tātaritanga raraunga
class basis it remains clear that the
consistent application of practices
congruent with our ‘Waimairi LIP’
literacy programme is essential to drive
progress. Key components driving
student acceleration are
-consistent application of the school’s
metacognitive model.
-explicit connection of reading and
writing strategies.
-explicit efforts to build vocabulary.
For all learners: Progress &
Acceleration: Learners ‘after three
years at school’ and ‘at the end of Year
5 have the lowest rate of progress &
acceleration (although this rate still
remains comparatively high).
Our strategic focus on developing
learners over the full six-years of
primary schooling (attending to
developmental needs and neurological
milestones in the correct order and at
the right time continues to pay off with
Year 6 leavers’ levels of achievement.
We are also examining the extend to
which developing teachers’
understanding of children’s neurological
development raises tensions with
teachers’ understanding of expected
rates of writing progress. We want to
ensure neither of these sets of teacher
knowledge overrides the other.
Planning for next year:
2017 Writing Target. In 2016 79% of Māori Learners made one or more year’s progress in writing, compared to 76% for the whole school. A gap still remains however.
79% of Māori are at or above standard compared to 86% of the whole school. To close this gap acceleration, rather than progress is still needed.
___________________________________________________________________________________
Therefore:
-We will ensure there is no reduction in the visibility of, and staff understanding of, the key values components of Prof’ Angus MacFarlane’s Educultural Wheel.
-We will ensure all staff are fully implementing all dimensions of the proven Waimairi LIP literacy programme, which has a comprehensive pedagogical base specifically
Ministry of Education | Tātaritanga raraunga
Page 8
addressing Māori acceleration needs.
-Ensure Charter strategic, annual plan and budgetary sections continue to prioritise the objectives of Ka Hikitia.
-Further staff Te Reo competence by establishing a Level 2 Te Reo Māori course , on site, for staff and parents.
Tātaritanga raraunga
-Facilitate the attendance of all new teaching staff, support staff and Board members at Ngai Tuahuriri Marae Workshop One.
- Facilitate the attendance of all existing teaching staff, support staff and Board members at Ngai Tuahuriri Marae Workshop Two.
For all priority learners
In addition to section below:
-Continue to implement the outcomes of the Whakapiki project at the ECE/New Entrant interface and build staff capacity with the revised Te Whāriki document to support
this.
-Build new staff knowledge of neuro-sequential child development and the practical implications for accelerating progress ‘over-time’ – not in 20-week bursts.
- Every 20 weeks hold case conferences with all stakeholders in the child’s progress and identify areas for improvement. In addition to individual plans, senior leadership
can identify and respond to trends and common areas for improvement for priority learners across the school.
-We will ensure all staff are fully implementing all dimensions of the proven Waimairi LIP literacy programme, which has a comprehensive pedagogical base specifically
addressing priority learners’ acceleration needs
-Ensure ongoing budget and resourcing for Danks, STEPS, Numicon, and Afternoon Programme.
For all learners
-We will assist teaching staff to act with increased agility to 20 weekly contributing OTJ indicators and look for more trends without reliance on senior leadership to point
these out (building teacher inquiry capacity).
-We will help teachers to analyse individual and class/cohort trends from monthly and/or termly plotting of reading, writing and maths progress sent to DPs and explicitly
link actions to this analysis. River Leaders to strengthen capacity here.
-Analysis of class/cohort trends and progress over time of PAT, AsTTle data, School Entry Assessments, 6 Year Nets, JAM and other assessments to be given high
priority on River Team and ‘teaching team’ meetings and discussions.
-Attendance monitoring and analysis. Weekly by teachers and every 20 weeks by senior staff to be followed up on in a more direct and timely way by class teachers in the
first instance.
-Well-being. Bully survey and annual NZCER student engagement survey. Implications to be illustrated at annual staff retreat and kept to forefront of River and ‘teaching
team’ meetings and discussions.
Ministry of Education | Tātaritanga raraunga
Page 9
-Implications of IYP for teachers PD to be applied to learning environments and programmes.
-We will ensure all staff are fully implementing all dimensions of the proven Waimairi LIP literacy programme, which has a comprehensive pedagogical base specifically
addressing Māori acceleration needs.
Tātaritanga raraunga
School Name:
Waimairi
Strategic Aim:
To increase the number of students achieving at or above the National Standard.
Annual Aim:
To increase the rate of acceleration of all year group cohorts.
Target:
By the end of the 2016 school year key indictor cohorts will have more consistent, and increased proportions at or
above the National Standard.
Baseline Data:
School Number:
3571
Maths: The 2015 Year 2 and 4 cohorts have a great larger proportion of students ‘well below’ or ‘below’ standard than other cohorts.
Ministry of Education | Tātaritanga raraunga
Page 10
Actions
What did we do?
Outcomes
What happened?
Reasons for the variance
Why did it happen?
Evaluation
Where to next?
We continued to focus on greater
understanding of, and more
effective implementation of, the
three key underpinnings of
accelerated learning at Waimairi
School.
Maths
Although the TLIF MIP project
remained confined to a focus
group of teachers and children, the
intense focus on developing high
quality, culturally responsive maths
programmes has had a wider
‘lifting effect’ on maths
achievement across the school.
We will continue to monitor and analyse
student engagement data for Māori and
for whole school cohorts. There is a
correlation with progress and
achievement.
-Teacher effectiveness (including
metacognition and specific subject
knowledge)
-Relationships (including cultural
responsiveness).
- Richness within. (Includes
student dispositions/attributions).
These actions were amplified for
focus groups of teachers and
children as part of the TeacherLed Innovation Fund (TLIF) MIP
project.
For priority learners:
Māori Progress & Acceleration:
88% of Māori learners made one
or more year’s progress in the
2016 year (compared to 75% of all
learners).
For all learners: Achievement:
89% of all learners are at or above
standard for maths at the end of
the 2016 year.
Achievement: We maintained
93% of ‘our end of Year 6’ learners
at or above standard.
Progress & Acceleration: 92% of
our ‘end of Year 6’ learners made
one or more year’s progress in the
2016 year.
However
Maths For priority learners:
Māori Achievement: 81% of Māori
learners are at or above standard
for maths at the end of 2016,
(compared to 89% of all learners).
Māori Achievement An intensive, widereaching focus on research-based
initiatives to accelerate Māori
achievement. There have been strong
gains in staff lead indicators (knowledge
of, and application of, tikanga and te reo
Māori, engagement with whānau) given
the complexity of the task not all gains in
lead indicators are yet translating into
shifts in lag indicators.
We are very pleased with outcomes of
analysis of Māori indicators from the
NZCER Student Engagement tool.
While the ‘achievement’ percentages
are pleasing, the ‘progress &
acceleration’ percentages are the
indicator we must focus on.
During 2016 the school moved closer
towards a sound (and wide-spread)
understanding of Māori education and
achievement issues & effective
practices.
We are now well placed to apply this
considerable new knowledge in a
individualised way, as opposed to a
Ministry of Education | Analysis of Variance Reporting
Our next step is to move from working
on generic ‘Māori’ achievement to
individual Māori tamariki achievement.
Planning for new initiatives to support
this is already underway.
We will pay attention to the data trends
which show us the impact of staffing
changes. With several staff departures
and study leave the practical and
budgetary importance of induction and
‘Waimairi specific’ training in 2017 takes
on heighten importance.
Budgetary/resourcing priority will be on
-The TLIF MIP project (expending the
number of teachers and children taking
part).
-New/recent staff learning (MIP)
-Individualised Māori student /whānau
approaches.
-Building junior school staff
understanding of developmental
Pasifika Achievement: 80% of
Pasifika learners are at or above
standard for maths at the end of
2016, (compared to 89% of all
learners).
Tātaritanga raraunga
more generalised ‘for the Māori cohort’
way. Progress and acceleration analysis
on a class by class basis shows the
power of this next step.
When analysing data on a class-byclass basis it remains clear that the
consistent application of practices
congruent with our ‘Waimairi MIP’ maths
programme is essential to drive
progress. Key components driving
student acceleration are
-consistent application of the school’s
metacognitive model.
-explicit connection of maths to self and
the word
-explicit efforts to build automaticity.
Our strategic focus on developing
learners over the full six-years of
primary schooling (attending to
developmental needs and neurological
milestones in the correct order and at
the right time continues to pay off with
Year 6 leavers’ levels of achievement.
We are digging deeper into this data
piece. It is important to understand this
variation.
For all learners: Learners ‘after two and
three years at school’ have the lowest
rate of progress & acceleration
(although this rate still remains
comparatively high)
Ministry of Education | Tātaritanga raraunga
The first area of focus is a revision of
the monthly monitoring we do on
maths progress in the junior/middle
area. This is revealing class-by-class
variation compared to cohort-wide
indicators.
Page 12
milestones vs. expected progress rates
Tātaritanga raraunga
We are also examining the extend to
which developing teachers’
understanding of children’s neurological
development raises tensions with
teachers’ understanding of expected
rates of reading progress. We want to
ensure neither of these sets of teacher
knowledge overrides the other.
Planning for next year:
2017 Maths Target. In 2016 88% of Māori Learners made one or more year’s progress in maths, compared to 75% for the whole school. A gap still remains however.
81% of Māori are at or above standard compared to 89% of the whole school. To close this gap acceleration, rather than progress is still needed.
__________________________________________________
Therefore
-We will ensure there is no reduction in the visibility of, and staff understanding of, the key values components of Prof’ Angus MacFarlane’s Educultural Wheel.
-We will expand the base of the Waimairi MIP maths intervention, which is developing comprehensive pedagogical base specifically addressing Māori acceleration needs.
This project is funded via the Teacher-Led Innovation funds as part of the national Investing for Educational Success initiative.
-Ensure Charter strategic, annual plan and budgetary sections continue to prioritise the objectives of Ka Hikitia.
-Further staff Te Reo competence by establishing a Level 2 Te Reo Māori course , on site, for staff and parents.
-Facilitate the attendance of all new teaching staff, support staff and Board members at Ngai Tuahuriri Marae Workshop One.
- Facilitate the attendance of all existing teaching staff, support staff and Board members at Ngai Tuahuriri Marae Workshop Two.
For all priority learners
In addition to section below:
-Continue to implement the outcomes of the Whakapiki project at the ECE/New Entrant interface and build staff capacity with the revised Te Whāriki document to support
Ministry of Education | Tātaritanga raraunga
Page 13
this.
-Build new staff knowledge of neuro-sequential child development and the practical implications for accelerating progress ‘over-time’ – not in 20-week bursts.
Tātaritanga raraunga
- Every 20 weeks hold case conferences with all stakeholders in the child’s progress and identify areas for improvement. In addition to individual plans, senior leadership
can identify and respond to trends and common areas for improvement for priority learners across the school.
-We will expand the base of the Waimairi MIP maths intervention, which is developing comprehensive pedagogical base specifically addressing priority learners’
acceleration needs. This project is funded via the Teacher-Led Innovation funds as part of the national Investing for Educational Success initiative.
-Ensure ongoing budget and resourcing for Danks, STEPS, Numicon, and Afternoon Programme.
For all learners
-We will assist teaching staff to act with increased agility to 20 weekly contributing OTJ indicators and look for more trends without reliance on senior leadership to point
these out (building teacher inquiry capacity).
-We will help teachers to analyse individual and class/cohort trends from monthly and/or termly plotting of reading, writing and maths progress sent to DPs and explicitly
link actions to this analysis. River Leaders to strengthen capacity here.
-Analysis of class/cohort trends and progress over time of PAT, AsTTle data, School Entry Assessments, 6 Year Nets, JAM and other assessments to be given high
priority on River Team and ‘teaching team’ meetings and discussions.
-Attendance monitoring and analysis. Weekly by teachers and every 20 weeks by senior staff to be followed up on in a more direct and timely way by class teachers in the
first instance.
-Well-being. Bully survey and annual NZCER student engagement survey. Implications to be illustrated at annual staff retreat and kept to forefront of River and ‘teaching
team’ meetings and discussions.
-Implications of IYP for teachers PD to be applied to learning environments and programmes.
-We will expand the base of the Waimairi MIP maths intervention, which is developing comprehensive pedagogical base specifically addressing Māori acceleration needs.
This project is funded via the Teacher-Led Innovation funds as part of the national Investing for Educational Success initiative.
Ministry of Education | Tātaritanga raraunga
Page 14