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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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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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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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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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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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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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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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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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.

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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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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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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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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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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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)

Page 7

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 8

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 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

%)

Page 10

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

%)

Page 11

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

Page 12

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

Page 13

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

Page 14

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 15

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

Page 16

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)

Page 17

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