End Year Progress Report

of Target Groups 2023

2023 Student Achievement Targets

Our 2023 Student Target Groups were identified at the beginning of the year based on the 2022 end-of-year student achievement
results. The goal for our target groups is to accelerate progress in either literacy or numeracy by ‘more than a year’. An overview of
the 2023 Target Groups was shared at the board meeting in March 2023. Below is a review on how these groups of students have
progressed this year.

2023 Target Group Results - School-wide Summary

Reading Targets Writing Targets Maths Targets

We wanted to accelerate progress in We wanted to accelerate progress in We wanted to accelerate progress in

reading for: writing for: maths for:

9 students in Huritini 7 students in Ōrongomai 13 students in Ōtāwhito

8 students in Ōtūmatua (MoE Target)

Reading End of Year Writing End of Year Maths End of Year

Of the 9 students targeted for reading, 6 Of the 15 students targeted for writing, Of the 13 students targeted for maths, 3
met the target and 3 did not. 4 met the target, 11 did not and 0 met the target, 8 did not and 2 students
students left the school. left the school.

Total Number
In total there were 37 students targeted. End-of-year results show that 13 students met the target, 22 did not and 2 students left
the school.

Target Groups - Learning Centre Summary - Huritini (Years 1-2)

Curriculum Area: Reading

Target
By the end of Term 4 2023, nine Year 2 students who were reading below the Te Kura o Te Tauawa Halswell School curriculum
expectations for reading at the end of 2022 will be achieving ‘at’ our school reading expectations.

How did they go?

Target No. of Chn Left Target Met Did not meet target

Reading 9 0 6 3

From a total of 9 students, 6 students met the target and 3 students did not. 1 of the students who did not meet the target, made a
year’s progress and is sitting just below the school expectations.

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Interventions that are making a difference
● The structured literacy approach both in class and in
enrichment support e.g. Quick 60 has been successful in
accelerating progress for these students.
Things that are hindering progress
● Speech issues made it hard for one student to use the
structured literacy approach of blending sounds together
to read a word.
● Absences from school made it difficult for one student to
make accelerated progress.

Next steps for 2024

● Investigate possible enrichment support for students who have not met this year’s target.
● Continued monitoring of all target students to ensure progress is maintained.
● Shared information between 2023 and 2024 teachers about progress.
● iDeal will be introduced to support a whole school structured literacy approach from 2024.
● New teacher induction and training to get them up to speed with our literacy approach and interventions.

Ōrongomai (Years 3-4)

Curriculum Area: Writing

Target
By the end of 2023, seven students who are achieving below the expected curriculum level in writing will make accelerated
progress and be achieving at the expected curriculum level.

How did they go?

Target No. of Chn Left Target met Did not reach the target

Writing 7 0 0 7

From a total of 7 students, 0 students met the target. However, all students are within 6 months of reaching the target.

Interventions that are making a difference
● Students exposed to extra teaching sessions
● Enrichment support for handwriting
● The Grammar and Syntax resources improved the structure of
writing
● Frontloading students increased confidence and
understanding
Things that are hindering progress
● Teaching writing in the mornings is more effective.
However, for one T group, writing had to be completed
in the afternoon due to a high-needs student needing
to take preference

Next steps for 2024

● Secure a morning slot for the teaching, when it can be most effective. This may mean teacher aide support for high-needs
pupils, so studio teachers are available to release the intervention teacher.
● Continue with handwriting and spelling interventions as we could see how the reduced cognitive load affected progress
positively.
● Schoolwide focus on iDeal structured literacy will grow teacher knowledge.
● Consider the most effective enrichment support for those students who need to overlearn new writing concepts. They are
likely to need classroom teaching, this Tier 2 teaching intervention and then enrichment support in addition, to help them to
master the new concepts.
● Continued use of The Grammar and Syntax Project resources - professional development at the team level.
● Meeting with the parents of the target learners each term to update them on progress/next steps and guide them how to
best support their children with their learning.
● Fortnightly writing moderation in team meetings to develop staff confidence and consistency in assessing writing data and
planning next steps.
● Provision of enrichment programmes for children needing them and teacher aide support for high-needs students is
essential.
● Curriculum expenditure - structured literacy professional development for the whole staff, funding for resources e.g.
handwriting videos, Dyslexia screening resources, structured literacy resources etc.

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 Ōtāwhiti (Years 5-6)

Curriculum Area: Mathematics

Target
By the end of 2023, nine students who are achieving 6 months below the expected curriculum level in mathematics will
make accelerated progress and be achieving at the expected curriculum level.

By the end of 2023, four students who are achieving 12 months below the expected curriculum level in mathematics will
make accelerated progress and be achieving at least 6 months below the expected curriculum level.

How did they go?

Target No. of Chn Left Target met Did not reach the target

Mathematics 13 2 3 8

From a total of 13 students, 3 children met the target, 8 did not and 2 students left the school.

Interventions that are making a difference
● Having Sara/Sarah in addition to TA support, greatly
increased our capacity to provide for the target children.
● Numicon teaching with either Sara/Sarah or
Megan/Tiffany. In addition to this, we used a double
dipping approach that meant that after their Numicon
session, the children also had a maths workshop with one
of the teachers in their Studio.
● The parents of two target students arranged private
tutoring, which the children have been doing for most of
2023. These children are feeling more confident about their
maths ability and their knowledge of concepts and
strategies has improved, but not quite enough to meet the
expectation.
Things that are hindering progress
● Children with specific learning needs (possible dyscalculia)
● Absences from school was a continuing factor for some
children (mainly holidays)
● General behaviour and attitude towards learning was an
ongoing problem for one of the target students.
● While we prioritised these children and aimed to “double
group’ (ie: a session with a TA and a lesson with a teacher)
them as much as possible, sometimes we were only able to
deliver on one of those lessons.
● Learning the foundation knowledge and skills is a lengthy
process that requires repetition and time to consolidate. 1
year is not enough, so targeting these children for 2 years
would be of benefit.

Next steps for 2024

● Continue to target the Y5 students who are moving through to Y6. These students need longer to consolidate the knowledge
they have gained this year.
● Integrate Numicon into the normal classroom programme.
● Training and integration of Spring into Maths programme if this is deemed appropriate after further investigation.

Ōtūmatua (Years 7-8) - MoE Target

Curriculum Area: Writing

Target
By the end of 2023, eight students who are achieving below the expected curriculum level in writing will make accelerated
progress and be achieving at the expected curriculum level.

How did they go?

Target No. of Chn Left Target met Did not reach the target

Writing 8 4 4

From a total of 8 students, 4 have met the target, 4 have not and 0 students have left the school.

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Interventions that are making a difference
● Individual conferencing has been the intervention with the
biggest impact. Students are motivated by setting regular
goals and next steps and respond to feedback well.
● The use of CUPS (editing checklist) enabled students to carry
out a more thorough editing process.
● Murray Gadd - Having the writing format as an example
allowed children to think of their ideas and then share them
using that format.
● Survey the children so that their interests are catered to.
Things that are hindering progress
● Proofreading/punctuation is a major hindrance for the
group of students who have not yet met the target.
● Lack of understanding that they are writing for an
audience and therefore need to include info/details to
ensure the reader can gain understanding.
● Massive term focus on Camp and Production meant
that normal writing programmes were interrupted.
● Low attendance of two students affected their
outcomes.

Next steps for 2024

● Continue to survey the students to gauge how they feel about writing and identify what their interests are.
● More regular contact and encouragement to engage with the children’s writing at home
● Continue with conferencing and the CUP editing process
● Writing workshops to begin at the start of the year.

At the end of 2022, these next steps for 2023 were identified. How did we go?

Optimum Level of Challenge

We will set targets that are low enough to be achievable but high enough to make a real difference (accelerated learning). Careful
selection of students.

End of Year Reflection

Although we thought we had carefully selected the target students we didn’t take into account or predict the level of absences that
2023 brought. Some students were away for long periods of time which affected progress.

Interventions
Evaluative lead/team discussions around what the gaps are, why is the child not at expected level and choosing interventions that
are not business as usual.
Closely monitor each intervention and analyse the impact of each on student progress towards the targets.
Sharing knowledge across teams of what interventions have worked in the past.

End of Year Reflection

Interventions were carefully considered and knowledge of these shared across teams. iDeal is a good example of this as it was
trialled and is now being rolled out across the school. Targets students and their progress were discussed in team meetings as well
as lead meetings. A mid year review occurred, with interventions being adapted for those students who teachers thought may not
reach the target.

Reporting
Align our Analysis of Variance Reporting to the Ministry template.
Monitoring target students over time. Are they maintaining progress across the years?

End of Year Reflection

All Team Leaders used the Ministry Analysis of Variance to set and reflect on targets. We now have a system set up on Hero which
tags a child that has been a target.

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 Overall next steps for 2024

● Review previous levels of attendance to see if there are any patterns before including children in the target group.
● Students who were a target in 2023 but did not reach the target set will be considered to be a target again in 2024.
● Continue to select students that are below in the target area not well below the curriculum expectation
● Ensure that we plan and allow time for moderating writing within and across teams so that we develop a shared across
school understanding of writing levels and next steps.
● set up a system that tracks students over time, for example, if they have met the target in 2023 , were they able to maintain
that progress 2 years down the track (2025).
● The possibility of Team Leaders having an extra day in order to prepare/complete reports. This occurred recently with the
2024 targets and made a huge difference.