Analysis of variance reporting
School name: Plimmerton
School number: 2960
Objective 1: Reading
Focus: - Students
Analysis of variance reporting
Strategic goals: - Improve outcomes for all students, with a particular focus on priority learners
- Continue to improve student resilience and respectful relationships
Annual goals and targets:
1) By the end of 2015 96% of Plimmerton School students as a whole will be achieving at or above the National Standards in Reading
2) To target a number of groups of students who are achieving below the National Standards in Reading to achieve At the National Standards by the end
of the year:
- 6 x Year 2 students (2 boys/3 girls)
- 3 x Year 3 students (3 boys)
- 1 x Year 4 students (1 boy)
- 7 x Year 7 students (5 boys/2 girls)
- 3 x Year 8 students (3 boys)
Baseline data/rationale:
94.4 % of Plimmerton School students achieved at or above the National Standards Reading in 2014. This result was below the 96% target set for the year. There is a
possibility that the 96% school wide target is close to an achievable ceiling when ORRS and ESOL students are included in the overall result. The targeting of groups of
students that are close to the border of being below or at the standard to bolster overall school achievement proved effective in 2014. The strategy of setting an overall
school target for Reading along with the targeting of specific groups with potential for improvement will be repeated in 2015. A literacy professional development project will
continue in 2015 and the school will enter the second year of the Accelerated Literacy Learning project.
Ministry of Education | Analysis of variance reporting
Results
2015 Reading National Standards - Whole School
Tātaritanga raraunga
Girls Well Below
0%
Boys Well Below
0%
Boys Below
4%
Girls Below
2%
Boys At
20%
Girls Above
37%
Girls At
15%
Boys Above
22%
Ministry of Education | Analysis of variance reporting
Year
Group/Gender
Targeted Students
Below the
Standard
November 2014
Tātaritanga raraunga
Targeted Students
Below the
Standard
November 2015
Targeted
Students
At the Standard
End of 2015
Targeted Students
Above the
Standard
End of 2015
Success
Percentage
Year 2 Girls
4
1
2
0
66% (1 student left)
Year 2 Boys
3
0
3
0
100%
Year 3 Boys
3
0
3
0
100%
Year 4 Boys
1
1
0
0
0%
Year 7 Girls
2
2
0
0
0%
Year 7 Boys
5
1
4
0
80%
Year 8 Boys
3
1
2
0
66%
Ministry of Education | Analysis of variance reporting
Target Group
Results
2015 National Standards Reading Results – All Students
Well Below
Reading
All Years 1-8
Tātaritanga raraunga
All Students
Maori
Pasifika
Asian
MELAA
Other
NZ/European
Male
Female
Total
Male
Female
Total
Male
Female
Total
Male
Female
Total
Male
Female
Total
Male
Female
Total
Male
Ministry of Education | Analysis of variance reporting
Below
At
Above
Total
No
%
No
%
No
%
No
%
No
1
2
3
1
1
-
0%
1%
1%
4%
2%
-
20
10
30
4
1
5
1
1
3
1
4
1
1
11
8%
4%
6%
17%
3%
9%
13%
7%
25%
11%
19%
50%
25%
6%
107
83
190
15
16
31
5
1
6
7
3
10
1
1
79
44%
32%
38%
63%
55%
58%
63%
17%
43%
58%
33%
48%
50%
25%
40%
116
166
282
4
12
16
2
5
7
2
5
7
2
2
108
48%
64%
56%
17%
41%
30%
25%
83%
50%
17%
56%
33%
100%
50%
55%
244
261
505
24
29
53
8
6
14
12
9
21
2
2
4
198
Actions (what did we do?)

Outcomes (what happened?)
Continued to focus on Literacy
Tātaritanga
Development in raraunga
2015 and







dedicated 2 units to the
leadership of this project.
Participated in the second year
of the Accelerated Literacy
Learning programme.
Gave priority to the provision
of Reading Recovery and
continued to employ an
additional R.R. teacher (part
time).
Provided support to students
causing concern with a
particular focus on those in the
target groups.
Regularly monitored student
progress and modified
programmes accordingly
Implemented a digital learning
strategy that required reading
of digital content.
Purchased high interest reading
materials with a focus on
students in target groups
Undertook professional
development in relation to the
development project
Ministry of Education | Analysis of variance reporting



See results above.
At the end of 2015 93.4% of
Plimmerton School students
achieved at or above the
National Standards in
Reading. This fell short of
the overall target of 96%,
but the target was a stretch
target. This was also a 1%
drop on the 2014 result.
Success was met with
targeted students with 70%
of targeted students
achieving at or above the
National Standard for
Reading.
Reasons for the variance (why did it
happen?)


Evaluation (where to next?)
The overall school reading target of Recommendations
 Repeat the 2015 Scenario in 2016
96% of students reading at or
 Maintain an overall whole school
above the National Standards by
achievement stretch target for
the end of 2015 was not met and
National Standards @ 96%
fell short by 2.6%. Included in the
 Continue to target groups of
group who did not achieve the
students who are considered to
standard are Special Needs
best benefit from additional
students, ESL students and a few
resources and those who have
made improvements but are at
perennials who have had had
risk of falling back.
significant resources applied but

Identify and target Maori
have proved difficult to move to
students who are underachieving
the standard.
in Reading.
Success rates for the achievement
 Ensure that all year groups are
of targets for the various target
represented in selected target
groups ranged from 0% - 100%
groups.
 Participate in the 3rd year cycle of
with an overall success rate of
the Accelerated Literacy Learning
70%. The results indicated that the
contract.
targets were both aspirational and
 Continue to refine and apply
appropriate. In general, students
strategies used in 2015.
who were considered to be most
likely to benefit from the additional
resources were targeted although
a few perennials again proved
difficult to move.
School name: Plimmerton
School number: 2960
Tātaritanga raraunga
Objective 2: Writing
Focus: - Students
Strategic goals: - Improve outcomes for all students, with a particular focus on priority learners
- Continue to improve student resilience and respectful relationships
Annual goals and targets:
1) By the end of 2015 87% of Plimmerton School students as a whole will be achieving at or above the National Standards in Writing
To target a number of groups of students who are achieving below the National Standards in Writing to achieve At the National Standards by the end of the year:
- 14 x Year 2 students (7 boys/7 girls)
- 17 x Year 3 students (14 boys/3 girls)
- 9 x Year 4 students (8 boys/1 girl)
- 8 x Year 5 students (7 boys/1 girl)
- 6 x Year 6 students (3 boys/3 girls)
Baseline data/rationale:
85.1 % of students achieved at or above the National Standards in Writing in 2014. This result very slightly exceeded the school wide target for the year that was
set at 85%. We believed there was room for continued school wide improvement and this would be be best achieved by targeting groups of students who are
either just below the standard or those who have just met the standard and are at risk of falling below. The strategy of setting an overall school target for Writing
along with the targeting of specific groups with potential for improvement was repeated in 2015. A literacy professional development project continued in 2015
and the school completed the second year of the Accelerated Literacy Learning project. We also hoped that the introduction of the new Digital Learning Strategy
would have a positive influence on Writing performance, specifically in Years 5-8.
Ministry of Education | Analysis of variance reporting
Results
2015 Writing National Standards - Whole School
Tātaritanga raraunga
Boys Well Below
0%
Girls Above
20%
Girls Well Below
0%
Boys Below
10%
Girls Below
3%
Boys Above
7%
Boys At
31%
Girls At
29%
Ministry of Education | Analysis of variance reporting
Target Group Results
Year Group/Gender
Targeted Students
Tātaritanga raraunga
Below the Standard
November 2014
Targeted Students
Targeted Students
Targeted Students
Below the Standard
At the Standard
Above the Standard
End of 2015
End of 2014
End of 2014
Success Percentage
Year 2 Girls
7
4
2
0
Year 2 Boys
7
2
5
0
71%
Year 3 Girls
3
0
3
0
100%
Year 3 Boys
14
6
8
0
57%
Year 4 Girls
1
0
1
0
100%
Year 4 Boys
8
5
3
0
37.5%
Year 5 Girls
1
1
0
0
0%
Year 5 Boys
7
6
1
0
14%
Year 6 Girls
3
1
1
0
Year 6 Boys
3
2
1
0
Ministry of Education | Analysis of variance reporting
33% (1 student left)
50% (1 student left)
33%
2015 National Standards Writing Results – All Students
Writing
All Years 1-8
Tātaritanga raraunga
Male
All Students
Maori
Pasifika
Asian
MELAA
Other
NZ/European
Female
Total
Male
Female
Total
Male
Female
Total
Male
Female
Total
Male
Female
Total
Male
Female
Total
Male
Female
Total
Ministry of Education | Analysis of variance reporting
Well Below
No
%
1
0%
2
1%
3
1%
1
4%
1
2%
2
1%
2
0%
No
51
15
66
10
1
11
1
1
5
1
6
2
2
33
13
46
Below
%
21%
6%
13%
42%
3%
21%
13%
7%
42%
11%
29%
100%
50%
17%
6%
11%
At
No
158
144
302
12
20
32
6
4
10
6
4
10
1
1
134
115
249
Above
%
65%
55%
60%
50%
69%
60%
75%
67%
71%
50%
44%
48%
50%
25%
68%
53%
60%
No
34
100
134
1
8
9
1
2
3
1
4
5
1
1
31
85
116
%
14%
38%
27%
4%
28%
17%
13%
33%
21%
8%
44%
24%
50%
25%
16%
40%
28%
Total
No
244
261
505
24
29
53
8
6
14
12
9
21
2
2
4
198
215
413
Actions (what did we do?)

Outcomes (what happened?)
Continued to focus on
Tātaritanga
raraunga
Literacy Development
in 2015







and dedicated 2 units to the
leadership of this project.
Appointed 2 very capable and
experienced leaders to the
role
Participated in the second
year of the Accelerated
Literacy Learning
programme.
Provided teachers with
professional development in
effective writing programmes
and spelling programmes
Provided support for
students causing concern
with a particular focus on
those in the target groups.
Regularly monitored student
progress and modified
programmes accordingly
Implemented a digital
learning strategy that
involved writing using a
digital device
Used explicit teaching of
needs of target group.
Ministry of Education | Analysis of variance reporting



See results above.
At the end of 2015, 86.3%
of Plimmerton School
students achieved at or
above the National
Standards in Writing. This
result fell very slightly short
of the target of 87%. This
result represented a 1.2%
improvement on the 2014
result which in turn was a
2% improvement on 2013.
Success was met with
targeted students with 52%
of targeted students
achieving at or above the
National Standard for
Writing.
Reasons for the variance (why did it
happen?)



Evaluation (where to next?)
There was virtually no variance Recommendations
 Repeat the 2015 Scenario
between the overall school
 Retain the whole school
writing target of 87% of
achievement target at 87%.
students achieving at or above
 Continue to target groups of
the National Standards.
students who are considered
The success rate for the target
to best benefit from
groups varied hugely as a result
additional resources and
those who have made
of the varying challenges within
improvements but are at risk
the target groups. Distribution
of falling back.
of resources also varied and the

Apply digital learning
Year 3 group received
strategies to engage and
significant support as a result of
improve writing outcomes for
the ALL project.
all learners.
Teacher Aide support focussed
 Identify and target
on working with writing target
underachieving Maori
group students.
students and deliver specific
culturally appropriate
interventions to raise
achievement of this group.
School name: Plimmerton
School number: 2960
Objective 3: Oral Language
Tātaritanga raraunga
Focus: - Students
Strategic goals: - Improve outcomes for all students, with a particular focus on priority learners
- Continue to improve student resilience and respectful relationships
Annual goals and targets:
1. To target two groups of junior students who are achieving below the National Standards in Reading and Writing to develop their Oral Language and
Phonological Awareness as a basis to raise achievement against the National Standards:
- 9 x Year 1 students (6 boys/3 girls)
- 5 x Year 2 students (2 boys/3 girls)
Baseline data/rationale:
Effective literacy programmes in the junior classroom include daily explicit teaching of oral language and phonic skills, with individual or small group lessons
for older children who are still at the earlier levels of literacy acquisition. Children need to have a range of basic phonics strategies so they can easily work out
new words in reading and spelling. They need to have good phonological awareness and be able to hear and discriminate sound, hear rhyme and rhythm,
alliteration and sound breaks.
Target Group Results
Year
Targeted Students
Group/Gender Below the Standard
November 2014
Targeted Students
Below the
Standard
End of 2015
Targeted Students
At the Standard
End of 2014
Targeted Students
Above the Standard
End of 2014
Success Percentage
Year 1 Girls
3
1
2
0
66%
Year 1 Boys
6
1
5
0
83%
Year 2 Girls
3
0
3
0
100%
Year 2 Boys
2
0
1
0
Ministry of Education | Analysis of variance reporting
100% (1 student left)
Actions (what did we do?)
Outcomes (what happened?)
Tātaritanga raraunga

Used phonological
assessment on entry and as
they complete teaching each
of the stages

Teachers trained in Yolanda
Soryl phonics methods

Targeted students were
monitored using the phonics
assessment

Students were supported
through a small group –
withdrawal supported by T.A.
Rachel focussing on oral
language and phonological
awareness

ESOL support boosted.
Ministry of Education | Analysis of variance reporting

See results above.
Reasons for the variance (why did
it happen?)



Small numbers in the target
groups (sometimes 1) meant
the results impacted
significantly on the data.
A Year 2 girl had learning
difficulties in all areas and
made limited progress
A Year 1 boy wass ESOL. He
made some progress and
continues to receive support
in all areas.
Evaluation (where to next?)
Recommendations
 Continue to use the Yolanda
Soryl phonics programme.
 Use targeted groups when
teaching phonics
 Use Teacher Aide support in
class when teaching phonics
 Establish clear links between
phonics lessons and reading
and writing programmes
 Mixed ability groups used to
provide models for students
who are struggling.
School name: Plimmerton
School number: 2960
Objective 4: Mathematics
Tātaritanga raraunga
Focus: - Students
Strategic goals: - Improve outcomes for all students, with a particular focus on priority learners
- Continue to improve student resilience and respectful relationships
Annual goals and targets:
1) By the end of 2015 92% of Plimmerton School students as a whole will be achieving at or above the National Standards in Mathematics
2) To target a number of groups of students who are achieving below the National Standards in Mathematics to achieve At the National Standards by
the end of the year:
-
7 x Year 2 students (3 boys/4 girls)
-
6 x Year 3 students (3 boys/3 girls)
-
3 x Year 4 students (3 boys)
-
3 x Year 5 students (1 boy/2 girls)
-
6 x Year 6 students (3 boys/3 girls)
-
11 x Year 7 students (6 boys/5 girls)
-
7 x Year 6 students (3 boys/4 girls)
Ministry of Education | Tātaritanga raraunga
Page 13
Baseline data/rationale:
90.6 % of students achieved at or above the National Standards in Mathematics in 2014. It was considered there was room for further school wide improvement
and this would be best achieved by targeting groups of students who were either just below the standard or those who have just met the standard and were at risk
of falling below. The strategy of setting an overall school target for Maths along with the targeting of specific groups with the potential for improvement was
repeated in 2015.The Mathematics Development project ended in 2014 but the initiatives were maintained and monitored.
Tātaritanga raraunga
Results
2015 Mathematics National Standards - Whole School
Below Boys Below
Boys Girls
Well Well
Below
0% 0%
6%
Girls Below
5%
Girls Above
22%
Boys At
20%
Boys Above
23%
Girls At
24%
Ministry of Education | Tātaritanga raraunga
Page 14
Target Group Results
Year Group/Gender Targeted Students
Below the Standard
November 2014
Tātaritanga raraunga
Targeted Students
Below the Standard
End of 2015
Targeted Students
At the Standard
End of 2015
Targeted Students
Above the Standard
End of 2015
Success Percentage
Year 2 Girls
4
3
0
0
0% (1 student left)
Year 2 Boys
3
2
1
0
33%
Year 3 Girls
3
0
3
0
100%
Year 3 Boys
3
2
1
0
33%
Year 4 Boys
3
3
0
0
0%
Year 5 Girls
2
2
0
0
0%
Year 5 Boys
1
1
0
0
0%
Year 6 Girls
2
1
0
0
Year 6 Boys
4
3
1
0
25%
Year 7 Girls
5
3
2
0
40%
Year 7 Boys
6
4
2
0
33%
Year 8 Girls
4
0
3`
1
100%
Year 8 Boys
3
2
1
0
33%
Ministry of Education | Tātaritanga raraunga
Page 15
0% (1 student left)
Mathematics
All Years 1-8
Tātaritanga raraunga
All Students
Maori
Pasifika
Asian
MELAA
Other
NZ/European
Male
Female
Total
Male
Female
Total
Male
Female
Total
Male
Female
Total
Male
Female
Total
Male
Female
Total
Male
Female
Total
Ministry of Education | Tātaritanga raraunga
Well Below
No
%
1
0%
2
1%
3
1%
1
4%
1
2%
2
1%
2
0%
Below
No
27
25
52
10
4
14
2
2
15
21
36
%
11%
10%
10%
42%
14%
26%
17%
10%
8%
10%
9%
At
No
99
120
219
9
14
23
4
4
8
4
5
9
1
1
2
81
96
177
Above
%
41%
46%
43%
38%
48%
43%
50%
67%
57%
33%
56%
43%
50%
50%
50%
41%
45%
43%
Page 16
No
117
114
231
4
11
15
4
2
6
6
4
10
1
1
2
102
96
198
%
48%
44%
46%
17%
38%
28%
50%
33%
43%
50%
44%
48%
50%
50%
50%
52%
45%
48%
Total
No
244
261
505
24
29
53
8
6
14
12
9
21
2
2
4
198
215
413
Actions (what did we do?)
Tātaritanga
raraunga
 Selected target groups
of





students who were achieving
below the standard or just
above the standard and who
had the potential to shift.
Syndicates analysed data to
identify the individual students
that make up these groups.
Maintained emphasis on
National Standards
implementation and
moderation.
Maintained dynamic grouping
and cross syndicate grouping
for mathematics.
Provided support to students
causing concern with a
particular focus on those in the
target groups.
Regularly monitored student
progress and modified
programmes accordingly.
Ministry of Education | Tātaritanga raraunga
Outcomes (what happened?)



See results above
At the end of 2015, 88.8 %
of Plimmerton School
students achieved at or
above the National
Standards in Mathematics.
This was 3.2% below the
target and a 1.8% reduction
on the achievement from
2014
Limited success was met
with targeted students with
37% of targeted student
achieving at or above the
National Standard for
Mathematics.
Reasons for the variance (why did
it happen?)



Some of the students chosen
to target had struggled for a
long period of time
There needed to be more
inter-syndicate collaboration
to share information
Absenteeism was a problem
in a couple of cases
Page 17
Evaluation (where to next?)
Recommendations
 Repeat the 2015 Scenario
 Retain the whole school
achievement target for 2015 at
92%.
 Teams to work collaboratively
across the school to support
target students
 Dedicate more time to support
teachers in class with target
students
 Enlist outside agencies where
necessary.
Tātaritanga raraunga
School name: Plimmerton
School Number: 2960
Objective 5: Digital learning
Focus: - Students
Strategic goals: - Improve outcomes for all students, with a particular focus on priority learners
- Continue to improve student resilience and respectful relationships
Annual goals and targets:
1) By the end of 2015 Plimmerton School students in Years 1-8 will have regular daily access to a digital device at school
2)
The use of digital devices will improve the quality of student writing
Baseline data/rationale:
In 2015 Plimmerton School launched a new digital strategy that aimed to achieve high levels of motivation and engagement for all students through the use
of I.C.T. (refer ‘Plimmerton School Digital Learning Strategy’ and ‘Plimmerton School Digital Learning Implementation Plan 2015 -2017’). The digital learning
strategy aims to improve the quality of student writing, improve reading performance through broadened opportunities and exposure to a greater range of
genre and improve student performance in mathematics through digital exploration and practise. Success of the strategy is dependent on high levels of
quality professional development for teachers and commitment from staff
Ministry of Education | Tātaritanga raraunga
Page 18
Actions (what did we do?)

Implemented the Digital
Learning Strategy
Implementation Plan – Stage
1 ( refer separate plans)
Purchased Chromebooks for
all Year 5/6 students and for
students in Years 7/8 who
were unable to supply their
own.
Maintained a whole school
has a focus on ‘Staying safe
online’
Established Google accounts
for all Year 5–8 students
including Google drive/ Gmail
access
Provided intensive
Professional Development for
teachers
Provided student instruction
in using equipment and
educational software
Provided a flow of
information for parents
Outcomes (what happened?)
Tātaritanga raraunga






Ministry of Education | Tātaritanga raraunga




As per objectives 1 & 2 - see
results above.
In the overview, 2015
Reading performance
dropped by 1% and Writing
performance improved by
1.2%
These variances are small and
are not significant to relate to
any specific action at this
time
Implementation of the Digital
Strategy did track exactly to
plan and was enthusiastically
received by students, staff
and parents.
Reasons for the variance (why did
it happen?)



Work to implement the
digital strategy started at the
beginning of the year but did
not reach full momentum
until mid-year
Teachers were on a steep
learning curve and learned a
great deal during the year.
Full evaluation of the
effectiveness of the Digital
Learning will take some time
and will need to be broad
based.
Evaluation (where to next?)






Page 19
Maintain the momentum and
implement Stage 2 of the
Digital Learning Strategy in
2016
Continue the leadership
arrangements and extend
them to include Year’s 1 – 4.
Maintain the emphasis on
teacher professional
development.
Participate in the ‘Learning
with Digital Technologies’
contract.
Develop a program of
syndicate based teacher
inquiry to evaluate the
effectiveness of development
initiative teaching strategies
Maintain a flow of
information and education
for parents
Tātaritanga raraunga
School name: Plimmerton
School Number: 2960
Objective 6: Maori Students - Mathematics
Focus: - Students
Strategic goals: - Improve outcomes for all students, with a particular focus on priority learners
Annual goals and targets:
To raise the achievement of Maori students (all levels) in mathematics to be commensurate with other students at Plimmerton School
Baseline data/rationale:
In 2014 the school targeted Maori student achievement in mathematics. By the end of 2014, 21% of Maori students were achieving ‘Below the Standard’ in
Mathematics compared with 9% of the whole school population (a difference of 12%) and 56% of Maori students were achieving ‘At the Standard’ compared
with 44% of the whole school (also a difference of 12%). This represented a worsening of the 2013 situation and necessitated a repeat of the target and
refocussing of the strategies to achieve the target
Ministry of Education | Tātaritanga raraunga
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Results
Tātaritanga raraunga
2015 Mathematics National Standards
Maori vs Whole School
50.00%
45.60%
42.30% 43.20%
45.00%
40.00%
Pecentage
35.00%
28.80%
26.90%
30.00%
Maori
25.00%
Whole School
20.00%
15.00%
10.70%
10.00%
5.00%
1.90%
0.60%
0.00%
Well Below Std.
Ministry of Education | Tātaritanga raraunga
Below Std.
At Std.
Above Std.
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Actions (what did we do?)
Outcomes (what happened?)
Tātaritanga
raraunga
 Teachers were encouraged to




ensure Maori student were
engaged in mathematics in
the class setting
We promoted a strong
relationship building
programme across the school
Encouragement was given to
teachers to give special
consideration to cultural
sensitivities and the learning
styles of Maori students
Syndicate streaming for
maths occurred in Years 3-6
A limited amount of
additional maths resources
were acquired to support
students in the target groups
At the end of 2015:





Ministry of Education | Tātaritanga raraunga
1.9% of Maori students (1 x
new student) was ‘Well
Below the Standard’
compared with .6% of the
whole school
26.9% of Maori students
were ‘Below the Standard’
compared with 10.7% of the
whole school
42.3% of Maori students
were ‘At the Standard’ - very
close to 43.2% for the whole
school
28.8% of Maori students
were ‘Above the Standard’
compared with 45.6% of the
whole school.
The target was far from
achieved
Reasons for the variance (why did
it happen?)



Evaluation (where to next?)
Recommendations
The target was not met and
 Offer a unit for leadership in
in fact as a total group, Maori
the area of Maori
achievement in maths
achievement and learning
worsened
 Target Maori learning in all
As the number of Maori
curriculum areas.
students is relatively low,
 Review, redefine and
transient students have a
develop a school wide
significant impact on
Tikanga Maori programme to
outcomes for the total
provide sequential te reo me
cohort. Some able students
tikanga Maori learning for all
left the school at a significant
students
number of ‘strugglers’ joined
 Create a culturally
during the year
appropriate and responsive
The reasons for the results
context for learning using
are not always clear but we
Manaakitanga, Mana
will need to increase our
motuhake,
efforts in an attempt to
Whakapiringatanga,
reverse this concerning trend.
Wānanga, Ako and
Kotahitanga.
 Develop a program of
syndicate based teacher
inquiry to evaluate the
effectiveness of development
initiative teaching strategies.
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