National Standards NAG2A(b)

reporting
Reporting commentary on students in years 1 to 8 that use The New Zealand
Curriculum.
Date: 20 November 2015
School name: Allenton School

School number: 3274

NAG2A (b)(i) Areas of strength

National Standard subjects: Writing
Discussion:
Data at the end of 2015 shows that the percentage of students achieving At or Above has increased to 79.1%
across the school. This is an increase of 1.1% from 2014. Particular areas of high achievement have been
students at the End of Year 3 (85.3% At or Above) and girls (88.8% At or Above).
The 2015 specific target was to raise the achievement in Writing of boys from the 2014 levels of 68.8% to 75%
and also accelerate the progress in writing of a target group of Maori and Pasifika boys across the school from
37% and 50% respectively, to the level achieved by European/Pakeha/other European. Data shows that the
Maori cohort (boys and girls) has risen from 55% in 2014 to 63.5% in 2015. A particular focus group was Maori
boys who have improved from 37% to 54% at the end of 2015. Pasifika boys have also shown an increased
level of achievement, moving from 50% at the end of 2014 to 78% at the end of 2015. Overall, boys have
increased from 68.6% to 70%.
The school started the Positive Behaviour for Learning (PB4L) contract in 2014 and we believe we are beginning
to see changes in behaviour which supports improved learning.
NAG2A (b)(i) Areas for improvement
National Standard subjects: Writing
Discussion:
Our data shows that overall, whilst some groups have made significant gains, as a school we need to continue to
develop our school-wide focus to ensure that basic writing skills which are established when writing recounts (eg
punctuation, grammar, spelling) are maintained as children progress through the school and the variety of text
types used increases. Progressive Achievement Test (PAT) data shows that 53% of current Year 4 and 5
students are achieving a stanine 4 or less for punctuation and grammar.
The 2015 Year 5 and Year 6 cohort continues to be the lowest achieving group across the school. This has been
evident with this same group of students as they have moved through the school.
Data shows that the proportion of students working Below or Well Below increases as students move from the
End of Year 4 to the End of Year 5 standard.
There continues to be a disparity between the achievement of Boys and Girls in Writing whilst boys increased
from 68.6% to 70% achieving At or Above the National Standard, girls remained at 88.8%
NAG2A (b)(ii) Basis for identifying areas for improvement
Discussion:
National Standards data shows that the proportion of students working Below or Well Below increases as
students move from the End of Year 3 to the End of Year 4 and the End of Year 4 to the End of Year 5 standard.
Progressive Achievement Test (PAT) data also reflects that at the beginning of 2015 53% of current Year 4 and 5
students were achieving at stanine 4 or less for punctuation and grammar.
NAG2A (b)(iii) Planned actions for lifting achievement
Ministry of Education | National Standards NAG2A(b) reporting commentary

Discussion:
Whole school focus on recount
allows consistency across the school in this basic genre of writing
allows moderation across areas/syndicates to ensure that the same essential skills are being taught
throughout the school
where possible students entering Year 6 who are Below or Well Below remain with the same classroom
teacher to minimise disruption, ensure consistency for students in need and maintain existing positive
relationships or move to a teacher with strength in this area
group children together within home classes who are working at similar levels or have similar needs
ensuring contexts are culturally responsive
specific focus on punctuation and grammar within the Middle (Year 3/4) area of the school and its use
across new genres of writing
effective use of PAT data to identify areas of need
use of existing Allenton School Punctuation and Grammar levelled rubric
teaching as inquiry focus upon targeted students as part of teacher appraisal process
use a tracking sheet for targeted children with termly projected levels and a backwards planning
teaching focus (Accelerated Literacy Learning model)
use of syndicate-wide coaching buddies to support each other with teaching of our targeted pupils
adaptation of resources to meet needs (eg use of ICT, use of existing resources, purchase of new
resources)
revisit examples of good practice for Maori and Pasifika students (eg shared writing, use of culturally
responsive texts)
regular parent-teacher communication for students at risk and making suggestions for home support
use of RTLit for teacher development and support
implementation of writing activities from The Writing Book (Sheena Cameron and Louise Dempsey)
use of WordLab resource within Middle (Year 3/4) and Senior (Year 5/6) areas
Oral Language focus for Junior Area (Year 1/2)
effective implementation of Learning Through Talk resource
use of syndicate-wide coaching buddies to support each other with teaching of our targeted pupils
adaptation of resources to meet needs (eg use of ICT, use of existing resources, purchase of new
resources)
revisit examples of good practice for Maori and Pasifika students
regular parent-teacher communication for students at risk and making suggestions for home support
use of RTLit for teacher development and support
continued identification of ESOL students for additional support
NAG2A (b) (iv) Progress Statement
Discussion:
Our school-wide annual aim was to increase the number of children writing At or Above the National Standard for
Writing from 78% to 83%. In 2015 data shows that the percentage of students achieving At or Above has
increased to 79.1% across the school. This is an increase of 1.1% from 2014.
The 2015 specific target was to raise the achievement in Writing of boys from the 2014 levels of 68.8% to 75%
and also accelerate the progress in writing of a target group of Maori and Pasifika boys across the school from
37% and 50% respectively, to the level achieved by European/Pakeha/other European. Data shows that the
Maori cohort (boys and girls) has risen from 55% in 2014 to 63.5% in 2015. A particular focus group was Maori
boys who have improved from 37% to 54% at the end of 2015. Pasifika boys have also shown an increased
level of achievement, moving from 50% at the end of 2014 to 78% at the end of 2015. Overall, boys have
increased from 68.6% to 70%. This has been through;
target groups for specific instruction
use a tracking sheet for targeted children with termly projected levels and a backwards planning
teaching focus (Accelerated Literacy Learning model)
use of syndicate-wide coaching buddies to support each other with teaching of our targeted pupils
in-class teacher aide support provided as necessary
specific instruction on spelling of high-frequency words, word families and spelling rules
support from Literacy Leaders, RTLit and area leaders

maintain links with home of targeted children

classroom teachers liaise with Teacher Aides and ESOL teachers for front-loading of vocabulary for
ESOL students
professional development for key staff with Sheena Cameron and Louise Dempsey
a number of the target group of boys continued with the same teacher for 2015