Dear Parents, Caregivers and Children, 

On Monday we had our first Board Meeting for the term, where Nyree and I presented our Mid Year Progress and Achievement Data. It was an excellent constructive and reflective meeting where we shared where our children are at and further explored strategies with how we are currently supporting children to progress, along with what additional strategies we could use; to continue to lift the progress and achievement for all children. Strategies such as strengthening our 'Ready for Learning' framework with our Year 0-1's, identifying children early that would benefit from Reading Recovery and continuing to utilise the 'Steps for Literacy' online programme that supports children who demonstrate dyslexic tendencies. In Mathematics we are prototyping a new Intervention Programme called COSMDBRICS (a very long acronym) where our Learning Assistant (Emma Bray) and Learning Support Coordinator (Raewyn Forsyth) will be delivering. This programme is specifically designed to accelerate progress with chidlren's number knowledge. 

Of course in addition to all these strategies is the ongoing Professional Learning to improve our capability as teachers. Our team are constantly engaged in Collaborative Action Inquires, which look into their own needs to support them with addressing the learning needs of our children, as well as whole staff Professional Learning based on our Strategic Priorities. We are in a constant learning cycle where challenge and support is frequently on offer. Learning does not simply sit with our children alone. 

Please see below the overall picture and synthesised analysis of our children's progress and achievement. 

Reading: 81% of children are predicted to meet or exceed the end of year expectation.

Writing: 79% of children are predicted to meet or exceed the end of year expectation.

Mathematics: 81% of children are predicted to meet or exceed the end of year expectation.

There are a few children that are represented in the needs monitoring / intervention required band in more than one Curriculum area.

Our Maaori students continue to experience success proportionally to non Maaori. 

Our data is inclusive of all children.

There is an equal number of children (4%) across Reading, Writing and Mathematics that are considered to need Intervention.

There is a higher proportion of children in Reading who are expected to exceed NZC expectations compared to Mathematics and Writing.

Reading 26% expected to exceed, Mathematics 14% expected to exceed, Writing 5% expected to exceed.

READING