Muritai School Annual Report 2011

Introduction Muritai School again had a successful year in 2011. The school continues to thrive under an effective governance model and steady leadership from the Board of Trustees and the school management team. Our school theme was Standing Tall. The aim being for children to better understand the qualities of resilience and achievement through rising above difficulties. The February earthquakes in Christchurch dominated much of the focus for the country and subsequently education. We welcomed 11 children from Christchurch on a temporary basis. Many of the classes changed their learning focus to further understand the event and how they could make a difference to their fellow citizens. A big challenge for the Board of Trustees, in a very busy programme of self-review, was managing school finances. This will be touched on in the financial section, but a reduced March 1 staffing entitlement placed considerable pressure on the school to provide enhanced learning programmes, provide for special needs requirements and manage class sizes. The Board reviewed the school charter enabling parents and stakeholders to contribute to the future of the school. The community were regularly informed about the vibrant and varied learning environment through classroom blogs, curriculum and special topic blogs, Muritai TV, a detailed school newsletter and a very full website. Curriculum and learning The Muritai School curriculum provides a strong framework for learning at the school. Our approach of planning for improved outcomes through developing personalised learning plans encourages a context of real and appropriate learning experiences. Syndicate groups work collaboratively on planning and student analysis, and teachers consequently have a strong grasp of developing effective programmes to meet the needs of each student. Our core curriculum of Literacy and Mathematics provides a strong background to all learning at primary school. This focus on the essential learning skills are supported through the integration of science, social science, health and PE, languages and technology which provide contexts for learning through an inquiry approach and information literacy programmes. Science, in particular, had a real lift in energy in 2011 after Barbara Ryans return from her science fellowship. The local Eastbourne community is such a wonderful resource to support our learning contexts. Supporting the core curriculum, children have access and opportunity to experience a variety of arts, education outside the classroom, sporting, ICT and environmental programmes, that widen the childrens experience and challenge them outside of their comfort zone. Academic success is essential to a successful school and student achievement forms the basis of what we are about. The Board of trustees supports the further embedding of the national standards to help set goal setting and they received two very detailed student achievement analysis reports to help guide strategic planning for 2012. A comprehensive analysis of variance appendix accompanies this report but in summary, using national standards saw an overall achievement rate at the end of the year of Reading: - 94% achieving at or above the national standard with 65% achieving above Writing: - 93% achieving at or above the national standard with 46% achieving above. Maths: - 93% achieving at or above the national standard with 47% achieving above.

Self review The Board has an excellent Governance manual which helps direct its governance processes. One of the main tasks for the Board in 2011 was to review and redraft the school charter for 2012-2015. A blog was st established with twelve key online speeches around 21 century learning and future education and our community was encouraged to view this and feedback to the Board what they saw as important changes necessary for Muritai in the years ahead. The Board also issued a breakdown of staffing costs, in particular

the allocation of special needs funding, to help inform parents of the real cost of additional services. This saw lots of focussed feedback around equity of funding, but with limited targeted resourcing the school has little option but to continue to invest additional funds to raise student achievement in our tail. Staff and students were also consulted as part of the process. Overall the school received 34 survey replies and 10 focussed emails offering thoughts and feedback around the current operations of the school. This represents roughly a 15% return. Feedback received was overwhelmingly complimentary of the existing direction and in fact parent aspirations and thoughts were very much inline with the objectives of the New Zealand curriculum, in particular the emphasis on basic reading, writing and maths skills, the key competencies and future thinking and problem solving. The Board processed this information and the draft charter was completed at the end of the year for ratification early 2012. The audit committee established the review and restructure of school policies. These were separated into governance and operational policies. Critical policies to be reviewed this year were procedures around emergency management and bullying, as well as all school financial policies. The senior leadership team focused on self-review around improving student achievement. Weekly meetings and regular reports to the principal and Board focussed on effectiveness of specific programmes operating within the school. Much of this review influenced next steps for development. The special needs committee, comprising the senior leadership team plus learning support team, met monthly to discuss the progress and programmes of 25% of our students with learning needs either performing well below the national standard or well above the national standard. This process assisted teachers to develop programmes to cater for them on an individual basis. In September at the mid-term board of trustees election, Julie Parker and Carolyn Patchett were elected to the Board and David Griffiths was selected to continue on the Board for his financial expertise. Personnel As always Muritai School experienced some comings and going throughout the year. Of note the school saw the promotion of Matt Skilton into principalship at Tawhai School. Matt had been deputy principal of Muritai School for 7 years and made a significant impact in his time here. Due to mid-year refinancing we maintained our professional development momentum by delivering development in-house with staff sharing expertise and teams working closely together to improve teaching practices. The peer coaching for appraisal model saw staff observe each other and provide feedback. All staff were formally observed each term by the senior leadership team. The school administration and support staff continues to offer excellent service to the school. The overall support team is stable and increasing in experience and skill. The front office team of Carole Lowe and Sue McCormack is well respected and provides efficient service to parents, children and staff. The learning support team, working with our highest needs children, approach their work with enthusiasm and care and are well respected for the job they do. The Board, as a good employer, offered the staff the flu vaccination. Staff departures o Jess Savage (end of term 1) return home to UK - replaced by Hayden Wyllie o Peter Hull (end of term 2) to travel to UK - replaced in classroom by Matt Skilton/ Sally Velvin o Hayley Skilton (end of term 2) maternity leave - replaced by Margs Mills-Smith o Matt Skilton (end of term 3) appointed as principal of Tawhai School - replaced as classroom teacher by Darren Scott o Sarah Drinkwater - resigned not returning from maternity leave. o Hayden Ray resigned at year-end to go traveling. o Stephen Eames appointed as associate principal at Pukerua Bay School.

Sadly we were not able to reappoint Hayden Wyllie or Pippa Grant, who were on fixed-term contracts in 2011. Both Hayden and Pippa were quickly appointed to other schools Pippa to Khandallah and Hayden to Tawhai. o Karen Jones resigned after the year-end to pursue other interests. Associate principals appointment o Following Matt Skiltons appointment to Tawhai School, a review of the senior leadership team structure saw a recommendation for a flat management structure that includes 3 associate principals and a deputy principal to collaboratively share responsibility for the middle management of the school. o The appointment was made of Richard Dobson, Stu Devenport and Stephen Eames as associate principals. Stephen was subsequently appointed to DP at Pukerua Bay and Deane McKay was appointed as associate principal of year 5-6. Staff end of year appointments o Murray McMillan, Annabel Capper and Rebecca Saker were appointed to the staff. o Mikaela Cody rejoins the staff from maternity leave in 2011.

Property The school carried out a busy renovation programme in 2011. The two-story block, sunshine block and toilet blocks in the main school were upgraded, with the toilet block upgrade part of priority one MOE funding. MOE provision was extremely tight and so no physical alterations to create modern learning environments were possible within the funding set by MOE property grants. Instead the specification was to improve the warmth and insulation of each classroom to improve learning conditions. This involved the following Class renovations o Window tightening, renovation, draft repairs o Carpet installation in 11 classrooms and stairwells o Heating oil filled radiators renovated and new Sinko heating systems installed in room 4,5,10 o Vertiface Composition board installed in rooms 4-14 o Roller blinds installed in rooms 7-14 o External doors changed for rooms 7,8,9 o New sink areas installed in room 7 o Additional lighting, power and data connections in rooms 4-14 o External carpet installed in senior school and outside staffroom o Safety barriers and carpet added to senior school deck as special education provision. o New teacher release space created beside room 6 o Improved storage and workspaces in rainbow room As a priority one item the toilets in the two-storey block and junior block were renovated. The overall specification was to provide warm water for washing and sensored flushing for conservation of water. Toilet renovations detail o Completed as a scope of works o Washbasins either replaced or reused o New tap ware fitted o Hot water added on 20 second automatic shut off o Sensored urinal flush replaced old continuous flush o New Degardar flooring installed o Walls painted and lighting replaced.

The library project, which has been on hold due to a change of funding priorities for the five-year property plan by the MOE, received impetus through an additional property allocation due to new entrant staffing and associated property requirements. This additional 78sqm enabled the Board to proceed with a new building. Callum McKenzie from McKenzie Higham Architects has designed an engaging building with associated landscaping. Subject to finance it is expected this project shall go ahead in some form in 2012.

Finance Despite a significant parent donation to fund additional teaching resources the school struggled to balance the budget and ended the year with a considerable deficit. The reason for this was an over commitment on staffing against a reduced staffing entitlement from the MOE. Budgets on operational costs showed that expenditure is conservative but the Board was unable to halt the staffing costs as the year progressed. Part of the staffing over spend is affected by the Boards need to provide additional staffing to match the parent donation for smaller classes across the school, and to meet the needs of students with high special education needs. The school receives less funding for special needs education than it costs to provide a quality programme and found that by providing top up funding in this area, it struggled to sustain additional teachers for smaller classes when the expected roll did not arrive through the first half of the year. The subsequent reduced staffing entitlement, plus reduced operational grant, caused a budget blow out early in the year, which could not be recovered. The overall deficit for the year was $51,800, which includes a provision for depreciation of $49,271. Unfortunately, in setting a balanced budget for 2012, the Board has been forced to make some difficult decisions particularly around staffing levels. It has regrettably become clear that we are simply not resourced sufficiently to continue to carry the level of additional staff that we have in the last few years. As a result there will be one less classroom in operation in 2012 (through larger composite classes in year 5-6) and reading recovery will be dropped from our programme, as the MOE provision for reading recovery is insufficient to run the programme without considerable Board investment. An additional teacher aide for learning will be added to the mix in 2012 as a cheaper option to cater for children with learning needs. Overall, these adjustments add back around $60,000 to the operating budget for 2012. The school changed its finance provider to Accounting for Schools in July and was impressed with improved reporting of finance and provision of advice. Health and safety As part of the policy review programme, and emphasis from MOE, the school reviewed its bullying policy to ensure we had strong processes around identification of, and action around, bullying at school. This is a critical part of ensuring our school is a safe place to be for our children. In support of this year 5-6 children undertook peer mediation training and this was introduced into the main school in 2011. Led by Stu Devenport and carried out by year 6 peer mediators this very successful programme helped to provide support to children in the playground. The Christchurch earthquake saw us review our emergency planning procedures and we worked closely with the Hutt City Council to get this right. The school was struck by the Whooping Cough outbreak in term 4 causing many absences by both students and staff in term four which provided some disruption at a very busy time of year. Community As always the community was very active through out the year. Led by our Home and School team that ran a number of fundraising events to help the school acquire additional resources for its educational programmes. Chocolates, discos, entertainment books, film evening, hot dogs all contributed to the overall fundraising of over $20,000 which will help the school purchase kapa haka, te reo kori sports equipment, landscaping, sports uniforms and netball resources. Home and School also provided a grant to top up hands on science equipment for classrooms. The whanau group met twice through the year and the school established a connection with the Kokiri Marae in Seaview. The school welcomed kaumatau Alma Mihaera, and he presided over the pou ceremony where the pou, which had been standing for 10 years, was taken down for renovation to be reset in 2012. Our kapa haka group, under the leadership of Raihania Chadwick, continued its progress and performed with distinction during Anzac Day and within the community across the year. Powhiri were held regularly to welcome new guests students, or staff to the school.

The after school care programme continued in 2011 returning a small margin back to the school. There was some uncertainty whether the Ministry of Social Development would continue subsidizing after school care programmes through the year but this was confirmed late in the year for 2011 and 2012. OSCAR reviewed the programmes policies and performance and this was signed off early in term 4. A review of payment procedures saw the Board changing the policy to pay at the time of enrolment in 2012. This will reduce the time needed to chase late or non-payers. Due to low numbers the before school programme was not renewed for 2012. Through the year many events, such as working bees, sport events, assemblies, special days, Christmas events and the like brought people into the school, whether they be families and friends, to see the children doing their very best. Conclusion There is a high level of stability at Muritai School. The good work done embedding the New Zealand curriculum and the appointments of key staff allows the school to have strengths in a number of areas around the basics of curriculum delivery. Staff are working well together and the collaborative model, based on teamwork, is getting the best out of our children. Looking forward to 2012 sees the school well staffed, a stable and cohesive Board in place and a clear strategic direction. This enables Muritai School to keep the children at the centre of everything we do.

Board of Trustees Stuart Stock Olivia Paterson Andrew Bird Lisa Allen Craig Griffiths Julie Parker David Griffiths Carolyn Patchett

Chairperson Principal Staff representative

Date Elected May 2010 May 2010 April 2001 February 2010 December 2010 March 2011 March 2011 September 2011

Exit date

Muritai School Statement of Resources as at 31 December 2011 PHYSICAL RESOURCES: The Muritai School Board of Trustees has a property agreement with the Ministry of Education for its two Muritai Road sites. The main school site comprises fourteen permanent classrooms library, resource room, assembly hall and meeting rooms, multi-purpose room, disabled facilities, dental clinic and various administrative and storage facilities. The main school site also features two adventure playgrounds, one now shaded and resurfaced and extensive bark chipped play area. The junior school courtyard features an eight-metre square shade area with seating and a stage. The senior school site has four relocatable classrooms, a toilet block, resource room and a storage garage. Landscaping, to improve and change play spaces was completed in 2010. The school has a clear ICT Plan, which provides a framework and strategy to provide students and staff with access to up-to-date information technology equipment. The school is fully networked and operates a laptop programme where 28 leased laptops are accessible for classes to use across the school. The school has a range of sport/physical education, camping equipment and music resources. The school has immediate access to community facilities such as: The Eastbourne Swimming Pool The Eastbourne Public Library HW Shortt and Bishops Park The Community Centre indoor sports facility Local natural environment. The school made significant use of the beach, rock pools and bush for science, art and outdoor experiences.

USE OF KIWISPORT FUNDING Muritai School and the Eastbourne community has a very active youth sport programme in operation. Kiwisport funding was used to fund sports equipment and support the provision of programmes such as netball, mini ball, flippaball, water polo, underwater hockey, touch rugby. The school also engaged Kiwisport Swim coaches for swimming coaching for students in term 1 and Kiwisport football coaches for football coaching in term 3. The school enabled all netball coaches to have coaching development with Hutt Valley netball. Muritai continued its excellent form in Y4-6 inter-school sports competition with the overall team placing in the top 2 of the big 3 zone sports events swimming, cross country and athletics, while the Y7-8 group completely dominated their division. The school works very closely with the Eastbourne cricket, rugby and football club, the Muritai yacht club and Muritai tennis club to ensure our youth have excellent access to team based sport opportunities in their local community.

HUMAN RESOURCES: The average MOE staffing entitlement was 21 this was based on the schools grading roll 415. The end of year MOE staffing entitlement was 22.62. (This figure includes an ORS component of 0.32 and a PRT component 0.5). The teaching staffing complement was allocated as such and in comparison with the last 5 years was as follows: 2011 1 1 1 3 12.65 0.32 0.5 0.6 0.75 0.2 0.5 0.5 0.6 0.5 21 2.12 23.12 2010 1 1 1 4 13.34 0.32 0.4 0.6 0.6 0.2 0.4 0.76 21 2.6 23.62 2009 1 1 2 2 11.94 0.5 0.6 0.5 0.4 0.2 0.4 0.76 20.25 2.3 22.57 2007 1 1 1 3 11 0.3 0.4 0.5 0.4 0.2 0.1 0.4 0.65 19.95

Principal Deputy principal Deputy principal Senior Teachers Class teachers ORRS Teaching PRT component Reading Recovery Learning Support Performing Arts Junior school support Junior school management release Management release Classroom Release Time Total MOE allocation School funded additional teaching Total teaching allocation

By the end of 2011 the BOT was funding 2 full-time class teachers to provide appropriate learning conditions for our children. This was funded through community donations and the effective use of the banking staffing process. In addition to this 0.45 was allocated from our operational grant to bulk up the Reading Recovery programme. At the end of the year auxillary support was provided through the following avenues (represented in hours per week) 2011 34 32 13 25.5 26.25 26.25 25.25 21 25 35 40 303.75 2010 34 32 16.5 25.5 26.75 26.75 27 21 13 13 35 40 310.5 2009 30 32 17 25.5 26.75 26.75 27 21 3 10 35 40 294 2007 30 32 6 24.5 28 21 12 10 35 40 238.5

Executive officer Admin support ORRS co-ordinator Teacher aide (CL) ORRS Teacher aide (TM) ORRS Teacher aide (WM) ORRS Teacher aide (NB) ORRS Library Teacher aide ESOL / Learning Support Teacher aide Learning support junior Caretaker Cleaning Total auxillary support

STUDENT ROLL INFORMATION STUDENT ROLL AND DAYS OPEN 2011 391 404 411 448 57 2010 373 382 390 430 57 2009 391 393 415 433 42 2007 393 389 412 436 43

Opening Roll 1 March 1 July Closing roll Net roll increase over year

OPENING AND CLOSING ROLL including MAORI AND ORS / HIGH HEALTH STUDENTS 2011 Opening roll Closing roll Maori roll Very high needs students (ORS/HHN)
th

2010 373 430 25 4

2009 391 433 17 5

2007 393 436 14 3

391 448 19 4

STUDENT: TEACHER RATIO ~ As at 16 December, 2011 Room 16 Room 1 Room 2 Room 3 Room 4 Room 5 Room 6 Room 7 Room 8 Room 9 NE NE Y1 Y1 Y1-2 Y2 Y2 Y4 Y3 Y3 1:27 1:18 1:20 1:21 1:20 1:22 1:23 1:21 1:27 1:25

Room10 Room 11 Room 12 Room 13 Room 14 Room 15 Room 21 Room 22 Room 23

Y4 Y4 Y6 Y6 Y5 Y5 Y7-8 Y7-8 Y7-8

1:19 1:20 1:22 1:23 1:27 1:24 1:29 1:29 1:31

Teacher / student ratio in 2011 = 1:23.6 Teacher / student ratio average at 20.12.2010 1:22.6 (in 2009 1:22.8)

ANNUAL PARENT SURVEY A survey was undertaken in June 2011 to provide feedback on what families saw as important content that should make up our school charter. 2011 285 51 18% 2010 285 135 47% 2009 285 115 41% 2007 270 113 42%

Total number of families surveyed Total number of responses received Percentage

PARENT COMMUNICATION / REPORTING 2011 Parent evenings Open Day Starting school at 5 mtg Reporting to parents (structured) School newsletters School questionnaires BoT concerns /procedures initiated 4 2 30 1 0 2010 1 4 2 29 1 0 2009 1 1 4 4 28 2 0 2007 2 1 4 4 30 1 0

SCHOOL SAFETY AND INCIDENTS 2011 7 0 0 0 2010 8 0 0 0 2009 10 0 0 6 2007 3 0 0 0

Major accidents at school (reported to BoT) Significant vandalism Truancy Stand downs

* Please note the increase in major accidents in 2009 is due to reporting all accidents at school and represents a much more transparent reporting process against Nag 5 Health and Safety.

2011 Muritai School End of year school wide achievement levels - November 2011 The following is a summary of student achievement against the National Standards. The report provides a summary of achievement for each year group in Reading, Writing and Maths. The total number of students assessed against the standards is 341. Students not included are students in their first year at school, those that have enrolled since assessments were made, and some students with high health needs. Overall Teacher Judgments have been made using the following assessment practices: 1. Achievement data 2. Teacher observation 3. Student work samples. To manage the subjectivity of making judgments teachers have been involved in both a school and team moderation process. Maori students have been reported as a whole school group. With so few Maori students in total across 8-year levels this does not provide an adequate cohort group but we are tracking these students individual progress.

SUMMARY OF FINDINGS: Reading: - 94% achieving either AT or ABOVE, of which 65% achieving ABOVE. - 18 children below in reading with 4 children well below - Reading an obvious strength across all year levels. Writing: - 93% achieving either AT or ABOVE, of which 46% achieving ABOVE. - 18 children are below in writing with 6 children well below Maths: - 93% achieving either AT or ABOVE, of which 47% achieving ABOVE. - 24 children are below in maths with 5 children well below

Generally the results are similar to 2010 but have subtle differences. One significant movement is the reduction of children achieving below the standard in maths, which has halved. The current year 2 group presents a worry going forward in writing and maths and will need to be monitored closely in 2012. Reading has been sustained at very high levels and this includes the year 4 group in 2011 that has leveled somewhat from very high overall achievement in 2010. Writing achievement continues to hold firm. AsTTle testing concludes that our children write consistently with strength in deeper features such as content and awareness of audience but not with comparable strength or consistency of spelling, grammar and punctuation. We think we can raise achievement with better application. Our deep writing features are well above the norm. Maths achievement continues to hold firm. Our information does shows that we have compressed the students closer together by reducing the tail but have not moved the group in the AT category to the ABOVE category. Students show that they are inconsistent with the application of some number concepts and application of basic facts. This should continue to be a goal.

YEAR GROUP SUMMARIES: Year 2: Around 90% at or above in reading, writing, maths. Similar to the 2010 group solid results but showing stronger results in reading than maths and writing. Of real concern is the children achieving above the national standard, which is very low in writing and maths and presents well below the school-wide average. The explanation for this comparative low achievement is that the children performing well are not consistently performing at the higher level to warrant a firm placement as above, in particular with their surface features of spelling, punctuation and grammar. This was similar to 2010 year results Year 3: Over 90% in reading, writing, maths. Continues as a high performing group. Real strengths in reading with nearly all children at or above in writing and maths. (2010 comment) Very strong results across the board with this group. Only point of interest is the high number AT in writing and maths compared to reading results. Year 4: Around 90% in writing, maths. Reading has leveled somewhat from 2010 against national standards with a small group in the category either below or at who are finding the work trickier in year 4 at the harder end of level 2. Improvements in writing and maths from year 3, which is pleasing. Some very able children in this group. (2010 comment) Fantastic results in both reading and writing. Maths is an area to investigate with 18% (12 students) BELOW. Year 5: Over 90% at or above in reading, writing, maths. Very good return in reading. A group of struggling writers with solid maths results. Overall this group performed tremendously in AsTTle writing. (2010 comment - Stand out has to be the 79% judged to be ABOVE in reading. Strong across all three areas of learning.) Year 6: Around 90% at or above in reading, writing, maths. Much improved maths results from 2010 and this group has progressed nicely over time with 75% (reading) and 65% (maths) above the standard. (2010 comment -As mentioned earlier there is a group of 13 students BELOW in maths. With only 41 students the Year 5 group is quite small. ) Year 7: Around 90% at or above in reading, writing, maths. Solid results from a very different group from 2010 due to departures to private schools. (2010 comment - Excellent results across all three learning areas. Of the 4-5 students either WELL BELOW or BELOW, 2 have high health needs.) Year 8: Great results across all learning areas. With 65% above in reading and writing. This group has been particularly impressive in their 8 years at Muritai School and goes to high school with a strong skill base. Maori student achievement There are 18 students who identify as Maori at Muritai School. This represents 5% of the student population. Of these 18 students 2 students are below the national

standard in reading, writing, maths; 10 students are at the national standard and 6 students are above the national standard. Summary

Muritai School summary of student achievement 2011

: Reading Writing Maths Maori (18 students) Reading Writing Maths WELL BELOW 4 (1%) 5 (1%) 6 (2%) 0 0 0 BELOW 18 (5%) 25 (7%) 18 (5%) 2 2 2 AT 97 (28%) 158 (46%) 159 (47%) 10 10 10 ABOVE 222 (66%) 153 (45%) 158 (46%) 6 6 6

Overall pleasing results with no surprises from the analysis. Overall a slight improvement in maths in 2011 with a cross-curricular average of 93% at or above national standard which means nearly all our children are tracking to achieve NCEA level 2. As teachers become more familiar working with the national standards and confident making overall teacher judgments we can start to see a pattern of achievement. It is difficult to pin a figure as to what each year group should achieve as it is made up of a set of individuals, often with a wide cross section of learning needs. We have shown the Board that we have a very good understanding of the children with learning needs and can talk in detail of our children at tier 1 and 2 on our special needs register, as well as all children at school. We can now see that over 90% of children achieve at or above the national standard. Less than 10% are below or well below. If we were to be aspirational at setting benchmarks at Muritai in 2012 we now know that we can expect 50-60% of children to be achieving above the national standard and 30-40% achieving at the standard. Based on this trend we can see the following current groups who require close monitoring in 2012 to achieve higher levels Writing Year 2 Year 3 Year 5 Year 6 Maths Year 2 Year 5 Year 7

74% at and 16% above 48% at and 50% above 54% at and 34% above 39% at and 48% above

68% at and 18% above 50% at and 44% above 46% at and 49% above

Sarah Richardson has presented our documentation around the children below and well below and this shows that we have a very good understanding of these student needs.

Muritai School Year Group Reading National Standards achievement information - November 2011
READING: YEAR 2 YEAR 3 YEAR 4 YEAR 5 YEAR 6 YEAR 7 YEAR 8 TOTALS % WELL BELOW 0 0 1 (2%) 0 0 2 (5%) 1 (2%) 4 1% BELOW 4 (7%) 1 (2%) 8 (14%) 1 (2%) 2 (5%) 1 (3%) 1 (2%) 18 5% AT 20 (35%) 6 (13%) 18 (31%) 17 (34%) 9 (20%) 15 (41%) 12 (26%) 97 28% ABOVE 33 (58%) 42 (88%) 31 (53%) 32 (64%) 33 (75%) 19 (51%) 32 (70%) 222 66% NUMBER OF STUDENTS 57 49 58 50 44 37 46 341

Reading National Standards by year group November 2011

WELL BELOW BELOW AT ABOVE

YEAR 2 WELL BELOW BELOW AT ABOVE 0 7% 35% 58%

YEAR 3 0 2% 13% 88%

YEAR 4 2% 14% 31% 53%

YEAR 5 0 2% 34% 64%

YEAR 6 0 5% 20% 75%

YEAR 7 5% 3% 41% 51%

YEAR 8 2% 2% 26% 70%

Muritai School Year Group Writing National Standards achievement information - November 2011
WRITING
YEAR 2 YEAR 3 YEAR 4 YEAR 5 YEAR 6 YEAR 7 YEAR 8 TOTALS % WELL BELOW 0 0 0 0 2 (5%) 2 (5%) 1 (2%) 5 1% BELOW 6 (11%) 1 (2%) 3 (5%) 6 (12%) 4 (9%) 2 (5%) 3 (7%) 25 7% AT 42 (72%) 23 (48%) 25 (42%) 27 (54%) 17 (39%) 12 (32%) 12 (26%) 158 46% ABOVE 9 (16%) 24 (50%) 31 (53%) 17 (34%) 21 (48%) 21 (57%) 30 (65%) 153 45% NUMBER OF STUDENTS 57 48 59 50 44 37 46 341

Writing National Standard November 2011

WELL BELOW BELOW AT ABOVE

YEAR 2 WELL BELOW BELOW AT ABOVE 0 11% 74% 16%

YEAR 3 0 2% 48% 50%

YEAR 4 0 5% 42% 53%

YEAR 5 0 12% 54% 34%

YEAR 6 5% 9% 39% 48%

YEAR 7 5% 5% 32% 57%

YEAR 8 2% 7% 26% 65%

Muritai School Year Group Maths National Standards Achievement - November 2011

MATHS
YEAR 2 YEAR 3 YEAR 4 YEAR 5 YEAR 6 YEAR 7 YEAR 8 TOTALS %

WELL BELOW 0 0 0 1 (2%) 1 (2%) 2 (5%) 2 (4%) 6 2%

BELOW 7 (12%) 0 3 (5%) 2 (4%) 4 (9%) 0 2 (4%) 18 5%

AT 39 (68%) 24 (50%) 25 (42%) 25 (50%) 11 (25%) 17 (46%) 18 (39%) 159 47%

ABOVE 10 (18%) 24 (50%) 32 (54%) 22 (44%) 28 (64%) 18 (49%) 24 (52%) 158 46%

NUMBER OF STUDENTS 56 48 60 50 44 37 46 341

Maths National Standards by year group 2011

WELL BELOW BELOW AT ABOVE

YEAR 2 WELL BELOW BELOW AT ABOVE 0 12% 68% 18%

YEAR 3 0 0% 50% 50%

YEAR 4 0 5% 42% 54%

YEAR 5 2% 4% 50% 44%

YEAR 6 2% 9% 25% 64%

YEAR 7 5% 0% 46% 49%

YEAR 8 4% 4% 39% 52%

Student achievement analysis of variance against 2011 Charter Goals - November 2011.

1.1 Reading
Goal To increase the number of students achieving above the national standard in reading with a particular interest in the performance of year 2, year 4 and year 6 for 2011.

Historical position
Analysis of our data shows that our children achieve extremely well. In 2010 at year 6, 92% were working at or above the national standard, with 66% above the national standard. In year 8, 91% were working at or above the standard, with 66% above the national standard. Our goal is to raise this even further. In 2010 Year 1 and 3 showed a disproportionate amount of children at or below the standard. In 2011 we have returned an overall position of 66% above the national standard from year 2-8. Specific group of interest year 2, year 4 and year 6 return the following Year 2 58% above the national standard Year 4 52.5 above the national standard Year 6 75% above the national standard Year 8 70% above the national standard

Outcome
Our 2011 reading analysis will show that we have made overall gains since 2010 and children will have improved skills in using reading for learning.

Analysis of variance

Comments Reading continues to return strong results with 94% overall at or above the national standard. The 22 children below the standard are all currently on intervention programmes

1.2 Writing
Goal To increase the number of students achieving above the national standard in writing with a particular interest in the performance of year 2 and year 4 for 2011.

Historical position
Analysis of our data shows that our children achieve extremely well. In 2010 at year 6, 90% were working at or above the national standard, with 56% above the national standard. In year 8, 91% were working at or above the standard, with 64% above the national standard. In 2010 Year 1 and 3 showed a disproportionate amount of children at the standard.

Outcome
Our 2011 writing analysis will show overall gains in surface and deeper features of writing since 2010.

Analysis of variance

In 2011 we have returned an overall school wide average of 46% above the national standard from year 2-8 with 91% at or above the standard overall. Specific groups of interest in 2011 year 2, year 4 and year 6 return the following Year 2 16% above the national standard

Comments Writing continues to return strong results with 91% overall at or above the national standard. Year 2 presents poor high-level achievement overall but the bulk of year 2 students (89%) are at or

Year 4 53% above the national standard Year 6 48% above the national standard Year 8 65% above the national standard

above the standard indicating they have not reached the required next step. This will be a focus for 2012. In 2012 we will aim to have overall writing results at least over 50% above the national standard with year 2, year 5, year 7 as the 3 groups to improve to have more children above than at.

1.3 Maths
Goal To increase the number of students achieving above the national standard in maths with a particular interest in the performance of year 4 and year 6 for 2011.

Historical position
Using assessment information shows maths is our weaker subject. Analysis of our data shows that our children still achieve well. In 2010 at year 6, 92% were working at or above the national standard, with 60% above the national standard. In year 8, 88% were working at or above the standard, with 40% above the national standard. Our goal is to raise this even further as well as reduce children achieving below the standard in year 4 and 6 for 2011. In 2010 Year 3 and year 5 showed a disproportionate amount of children at and below the standard.

Outcome
Our 2011 maths analysis will show overall gains since 2010 and children display maths skills, appropriate to their age and cohort group.

Analysis of variance

In 2011 we have returned an overall school wide average of 46% above the national standard from year 2-8. With 93% at or above the standard results are very solid overall. Specific groups of interest year 2, year 4 and year 6 return the following Year 2 18% above the national standard Year 4 55% above the national standard Year 6 64% above the national standard Year 8 52% above the national standard

Comment Significant improvement from 2010 for targeted year 4 and year 6 groups in children who were below the standard and are now at or above standard. Of concern is the result from year 2 in maths, which follows the writing results where the children show a lack of consistency necessary to be above the standard. In 2012 we will aim to have overall maths results over 50% above the national standard with year 2, year 5 and year 7 as the 3 groups to improve to have more children above than at.