Analysis of Variance Reporting
School Name:
Strategic Aim:
West End Te Kura Ō Mōrere
School Number:
2265
To gain equitable outcomes for all students by improving the achievement levels for Maori so they are able to meet the appropriate National
Standards and participate fully in the New Zealand education system.
Analysis reporting
Annual Aim:
We have a schoolwide aim across all curriculum levels to improve the outcomes for Maori students. A driving force in this is the need to strengthen
whanau engagement with the school and their children’s learning and achievement.
This aim will continue to underpin a great deal of our wider school professional discussion and development.
Target:
To move targeted Maori students to an age appropriate standard in Maths
Baseline Data:
After analysing our 2015 End of year data and taking into account of students who have left, 32% (x24) of our Yr. 2-6 Maori students are achieving
Below the National Standard ie Below the standard (x18 – 24%) and Well Below (x6 – 8%).
Students were assessed using Numpa / GLOSS, JAM (Junior Assessment of Maths), AsTTLE Maths & OTJ’s.
Ministry of Education | Analysis of Variance Reporting
Actions
What did we do?
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Professional Development on the
JAM programme for Junior
teachers.
Specific teaching of identified
Targeted students by West End
School Maths Leaders (Junior &
Senior Maths Leaders). Format
to be decided.
Strong links are to be developed
between targeted students’
whanau in a cultural responsive
manner.
More effective use of the SMS for
monitoring & tracking of targeted
students.
Targeted Professional
Development in Maths over the
year.
School-wide refinement of maths
documentation.
Continued attendance by school
Maths leaders in the “Te Toi Tupu
Maths” leadership workshops and
the dissemination of ideas via
staff / team meetings.
Subscription to relevant Maths
applications to reinforce / extend
students’ knowledge.
15 minutes of Targeted
Knowledge Stage teaching and
practice across the Senior
Syndicate.
Use of NZ Maths to support
Targeted Stage teaching.
Outcomes
What happened?
Targeted Students – we started with 23
identified Maori students targeted in Maths
from Yr 2-6. Of that, 2 left so data for
OTJ’s are based on 21 students from Year
2-6. The number strategy result is based
on 18 students, as Year 2’s are excluded
from the GLOSS Test.
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Based on OTJ’s, 9/21 (43%) of
our targeted students moved out
of Well Below into Below and
4/21 (19%) moved from Below to
Standard. This means that 13/21
(61%) of our targeted students
have had accelerated progress.
In the Addition & Subtraction
strand, 6/7 students moved from
Well Below to Below. 5/10
moved from Below to the
Standard and 1 showed skills
Above Standard. Before this
there was only 1 student at
Standard in Addition &
Subtraction.
In the beginning of the year, none
of the targeted students were at
Standard in Multiplication/Division
or Proportions/Ratios. Now we
have 6/18 or above in
Multiplication / Division and 4/18
at or above in Proportions/Ratios.
Deeper analysis shows the following 19
students shifted in stages ie
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Ministry of Education | Analysis of Variance Reporting
11 students moved 1 stage
6 students moved 2 stages
2 students moved 3 stages
2 students did not move any
stages
19/21 students have made
progress in all 3 number
strategies
Reasons for the variance
Why did it happen?
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Targeted students have been
monitored closely in 2016. We
decided to trial a withdrawal
group utilising Maths lead
teachers to specifically focus on
areas of weakness in our
Targeted students. There were 2
groups depending on the level of
the students.
Lead teachers initially met with a
colleague at another school to
look at a programme called
“Spring Into Maths”. From there,
they adapted the programme to
suit student needs with a view to
beginning in term 2 of 2016. The
programme ran for 3 days a week
from Term 2-4.
While our Maori results look
similar to last year with 66% At or
Above, this result does not
consider that 61% of the targeted
Maori students achieved
accelerated growth moving many
out of the Well Below to Below
category.
Maths Leaders shared knowledge
and led professional discussions
around assessment in Maths.
Continued detailed use of SMS
throughout the year at specific
times resulted in close analysis of
the targeted children’s progress.
Evaluation
Where to next?
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Our school strength continues to
lie in Addition & Subtraction
strategies. Further development
of multiplicative & proportional
thinking is needed.
Key recommendations have
arisen from our analysis of date :
Maths moderation
Upskilling in
multiplicative/proportional
thinking for teachers
Continued participation in the
local Maths leadership focus
group
Engagement of Facilitator
from Te Toi Tupu to
review/update curriculum
documents and give support
with moderation
The need to continue with
withdrawal groups run by
Maths leaders to work with
specific targeted pupils.
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Tātaritanga raraunga
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There are 6 /18 students that
have made accelerated growth in
Addition & Subtraction strategies
(more than the expected one year
growth). 9/18 students made the
expected one year growth.
There are 7/18 students that have
made accelerated growth in
Multiplication & Division
strategies. 8/18 students made
the expected one year growth.
There are 6/18 students that have
made accelerated growth in
Proportion & Ratios strategies.
9/18 students made the expected
one year growth.
3/18 students made no growth in
these areas. They are not
necessarily the same 3 students
for each strand.
Planning for next year:
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For 2017, targeted Maori students identified from 2016 End of Year National Standards data as being below standard will be the focus of our numeracy target.
Engagement of Te Toi Tupu for the following – Maths Leadership / Curriculum Development / Moderation.
A focussed staff professional learning development around Multiplicative / Proportional thinking through use of either Maths lead teachers or Te Toi Tupu.
Ministry of Education | Tātaritanga raraunga
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