School Expectations Review

December 2022

Introduction

Assessment information is gathered at key points throughout the year. Teachers use this information along with informal
assessments, observations, work samples and conversations with students to make overall teacher judgements (OTJs)
against our Halswell School Curriculum Expectations mid and end of year for each student from Years 1-8. The Halswell
School Curriculum Expectations (SE) are based on the curriculum expectations outlined in the New Zealand Curriculum and
the Literacy Learning Progressions. Year 0 students receive a comment only.

Using the 2021 and mid 2022 school expectations data, the Lead Team identified a specific target group for each learning
team. Action plans were developed to accelerate progress of these groups and progress was reviewed regularly at both
Learning Team and Lead Team meetings throughout the year. Outcomes for each of these target groups are reported to the
BOT in a separate document, “End of Year Progress report on Target Groups”.

Additionally, Cathie worked with Team Leaders to identify students below SE who were in need of enrichment programmes.
Progress of students receiving enrichment support was reviewed regularly by Cathie, Team Leaders and teachers to ensure
programmes were meeting needs. Discussions were held at Learning Team meetings to identify next learning steps for these
students and adaptations needed to teaching programmes. Enrichment registers were updated at the end each term and
programme participation reviewed to ensure needs were being met.

School Expectations - Whole School

Data Summary
The table below shows a summary of the 2022 data. Key points to note are:

Reading Writing Mathematics

● 90% of all students are at or
above the SE at their last OTJ
● 88% of male students and 91%
of female students are at or
above SE
● 92% of NZ European students
are at or above the SE at their
last OTJ
● 76% of Maori students are at or
above SE
● 89% of all Asian students
(including internationals) are at
or above SE
● 95% of Pasifika students are at
or above SE
● 72% of Middle Eastern, Latin
American, African (MELAA)
students are at or above SE
● 84% of all students are at or
above SE at their last OTJ.
● 79% of male students and 90%
of female students are at or
above SE
● 85% of NZ European students
are at or above the SE at their
last OTJ
● 76% of Maori students are at or
above SE
● 87% of all Asian
students(including
international) are at or above
SE
● 79% of Pasifika students are at
or above SE
● 69% of Middle Eastern, Latin
American, African (MELAA)
students are at or above SE
● 88% of all students are at or
above SE at their last OTJ.
● 90% of male students and 85%
of female students are at or
above SE
● 87% of NZ European students
are at or above the SE at their
last OTJ
● 76% of Maori students are at or
above SE
● 94% of all Asian students
(including international) are at
or above SE
● 95% of Pasifika students are at
or above SE
● 80% of Middle Eastern, Latin
American, African (MELAA)
students are at or above SE

In 2021 …. In 2021…. In 2021 ….

92% of all students were at or 85% of all students were at or 88% of all students were at or
above SE above SE above SE

Analysis
Whole school percentages of students at or above for reading, writing and maths are largely consistent with the 2021 data.

Male and female students show similar achievement in reading , but boys perform less well in writing (78% of males compared
to 90% of females) and better in maths (90% of male students compared to 85% of females). Boys writing has improved,
however, since 2020 when only 74.6% of male students achieved at or above school expectations but is down slightly from
2021 when 81% of male students were at or above SE.

Percentages for Māori, Pasifika and MELAA students need to be viewed with caution as the total number of these groups is
very small (Maori 41 students, Pasifika 19 students, MELAA 35 students).

There has been a concerning drop in Maori student achievement compared to past years with Maori students achieving
below school wide percentages in all three subjects. A 2022 review of which students on our school roll did identify as Maori
resulted in an increased number of Maori students. More detailed analysis of the group shows that 6 of the 41 students (15%)
have complex ongoing learning needs. 8 of the Maori students achieving below SE were supported in 2022 through
enrichment programmes. One student was part of a 2022 target group.

The pleasing improvement in Pasifika student achievement noted at the end of 2021 has continued this year with this group
achieving better than whole school percentages in reading and maths. 79% of Pasifika students are at or above SE for writing
compared with 84% of all students. However the trend is for a closing of this achievement gap. The difference of 5% between
the Pasifika students and the whole school figure is smaller than at the end of 2021 when there was a 7% gap.

MELAA students are achieving below whole school percentages in all three subjects with the achievement gap in reading and
maths of biggest concern. This is similar to 2021 results. 6 students (17%) below SE in reading and writing are ESOL. Four of
the students working towards SE in reading and writing were supported by enrichment programmes and another two were
new to our school during 2022. Two students were supported by being part of a 2022 target group. There has been a pleasing
improvement

Asian students are achieving at or better than whole school percentages in all three subjects. The Asian student figures
include our international fee paying students and other domestic students recently arrived who have English as a second
language. The decline in international students as a result of Covid-19, all of whom are learning English, is likely to be the
reason behind the improved achievement in reading and writing over the last three years.

Analysis of students below SE show a small group of students struggling with both literacy and numeracy. These are students
who have received many different enrichment programmes but continue to need extra support for their learning for a variety
of reasons e.g. long term learning difficulties, dyslexia, autism, dyspraxia, global developmental delay etc.

This year we have introduced a “well above” category for students who are achieving at least two years above our SE. 7
students (1.1%) were judged to be in this category for reading. They comprise 1 student in Year 1, 4 students in Year 4, 1
student in Year 5 and 1 student in year 6. 5 students (0.8%) were judged to be in this category for maths. They comprise 1
student in Year 1, 2 students in Year 4, 1 student in Year 5 and 1 student in Year 6. No students were well above in writing.
Research suggests we should have approximately 5% of students well above SE in each subject. We suspect the cause is
teacher under reporting.

So what? (implications, recommendations)

● Data has been shared and discussed with Team Leaders who will identify target groups within their teams for 2023.
● Enrichment programmes for 2023 will be set up in each Learning Team to meet identified needs.
● Explore assessment practices and teacher understanding of GAT students
● Possible targets for 2023 - boys’ writing, Pasifka writing, MELAA reading, writing and maths
School Expectations - by Year Group

Year 1

Reading

Writing

Maths
Analysis

Reading:
● 89% achieving at or above school expectations, compared with 98% at mid-year
● Two of the students working towards started at Halswell School partway through the year and they have been
receiving support through our ESOL programme; one of the students working towards expectations has significant
learning needs and will be receiving ongoing support through Early Language Intervention funding.
● The other students working towards will begin 2023 with learning enrichment support and these students could be a
possible target group.

Writing:
● 95% achieving at or above expectation, compared with 98% at mid-year
● There were five students working above school expectations at the end of the year compared with two students
working above at mid-year
● Two of the five students working towards school expectation are ESOL and one is receiving ELI funded support. The
other three students will start the year with learning enrichment support.

Maths:
● 98% achieving at or above in maths, compared with 99% at mid-year
● One of the students working towards expectations is receiving ELI funded support (as mentioned above).
● Very pleasing results overall.
 Year 2

Reading

Writing

Maths

Analysis-

Reading:
● 83% at or above school expectation, compared with 87% mid-year and 91% end of year 2021.
 ● Four of the students working towards (two below or two well below) school expectations started Halswell School
during the year having arrived from overseas (China or South Africa). These students will receive ongoing ESOL or
learning enrichment support in 2023.
● Six of the students working towards are just below school expectation. This could be a possible target group for
Ōrongomai in 2023.
● There is a slight increase in the number of students working above expectation from 34 to 36.

Writing:
● 87% at or above school expectation, compared with 94% mid-year.
● Some of the students working towards school expectations have started Halswell School and have arrived from China
or South Africa. These students will receive ongoing ESOL or learning enrichment support in 2023.
● One of the students working towards has been receiving ongoing support for behavioural challenges which has
impacted on progress.
● This group could be a target group for Ōrongomai 2023.

Maths:
● 88% at or above school expectation, compared with 93% mid-year and 98% end of 2022.
● There are 10 children working towards school expectation. Four of these children are ESOL.
● This group could be a target group for Ōrongomai 2023.
Year 3

Reading

Writing

Maths
Analysis
Reading:
● 99% at or above school expectation, compared with 97% mid-year
● The one student working towards SE has ongoing learning needs and global delays
● Many students are achieving above SE but none are well above

Writing:
● 85% at or above school expectation, compared with 92% mid-year
● Of the ten students working towards SE, one has left the school, one has ongoing learning needs and three are ESOL.
Seven of these students are only 6 months below SE and could be a target group for Ōrongomai 2023.

Maths:
● 94% at or above school expectation, compared with 97% mid-year
● Of the four students working towards SE, one has ongoing learning needs and the other three are only 6 months
below SE
Year 4

Reading

Writing

Maths
Analysis
Reading:
● 89% at or above school expectation, compared with 88% mid-year
● Eleven students are working towards SE. Of these one has ongoing learning needs, six are ESOL and one was new to
our school in July 2022. Six of the eleven students are only 6 months below SE and could make a good target group
for 2023

Writing:
● 74% at or above school expectation, compared with 81% mid-year. This year group is achieving below the school
average of 84% at or above SE
● Twenty four students are working towards SE. These include the eleven students also working towards SE in reading.
Six of the twenty four students dropped from “at” SE mid 2022 to 6 months below by the end of 2022. These six
students could be a good target group for 2023.

Maths:
● 79% at or above school expectation, compared with 80% mid-year. This year group is achieving below the school
average of 88% at or above SE.
● Twenty students are working towards SE. Eleven of these students were part of the 2022 Ōrongomai target group and
failed to make accelerated progress
Year 5

Reading

Writing

Maths
Analysis
Reading
93% of students were at or above mid year, compared to 90% at the end of the year.
3 students have moved from ‘at’ to ‘below’. All of these have ongoing learning needs. These children have all had TA
assistance in 2022 and will likely need to continue in 2023.
3 students moved from ‘above’ to ‘at’, this was largely due to the increased comprehension demands at this level.

Writing
There is very little change from mid year to end of year. There was one new student who shows up in the end of year data,
accounting for one of the additional students ‘below’ expectation. The other student made progress, but just not quite
enough to meet the expectation. The student was a ‘young’ Year 5 and could do with some support in 2023.
Of the 11 students who are ‘below’ expectation, 2 are dyslexic, two are EAL. 1 student may meet the expectation in 2023. This
is a possible target group for 2023.

Maths
There is very little change from mid year to end of year. One student moved from ‘below’ to ‘well below’ and this student has
ongoing learning and behavioural needs. The other ‘well below’ students have ongoing learning needs and received TA
support in 2022. They will require continued support in 2023.
5 of the ‘below’ students were in the maths target group in 2022. One student moved from ‘below’ to ‘at’ EOY and this student
was part of the target group.
Year 6

Reading

Writing

Maths
Analysis
Reading
There is very little change from mid year to end of year, with 84% of students at or above. 2 of the students who are ‘well
below’ have left Halswell. The student who moved from ‘at’ to ‘below’ has left Halswell.
Of the 9 students who are ‘below’ expectation, only 7 remain at Halswell. Of these students, 2 are EAL, one has significant
learning needs, and one has behavioural needs. 4 of these students receive TA support throughout 2022. A number of these
students are close to meeting expectation and could make for a good target group.

Writing
There was a small change from mid year to end of year, with 2 students moving from ‘below’ to ‘at’. This brought the
percentage of students at or above up to 82%.
3 of the students at ‘well below’ have left Halswell. The remaining two students have ongoing learning needs and are well
below in all curriculum areas.
3 of the students who are ‘below’ expectation are EAL. 1 has had significant absences which has impacted on achievement.
1 student has behavioural needs. All of these students received TA support in Term 4 2022.

Maths
There is very little change from mid year to end of year, with 82% of students at or above.
Of the 4 students who are well below, 1 has left Halswell. 2 students show a tendency to dyscalculia and one of the students
has had some additional maths tuition outside of school. One student has behavioural needs that impact their learning.
Of the 11 students who are below, only 8 remain at Halswell and one of these will be reclassified as Year 6 for 2023. 7 of the
students were in our 2022 target group. 1 student had significant absences which hindered progress.
These students could be a potential target group in 2023.
Year 7

Reading

Writing

Maths
Analysis

Reading: 91% at or above. There are no students well below. There are 6 students below - two students have global learning
issues - both of these were receiving LA support, two students are ESOL (one of these students have now left), two students
are close to being at.

Writing: 83% at or above. There are 2 students well below - both of these students have global learning delays and are
getting support from their teacher and LA. There are 10 students below - two of these students are ESOL (one of these
students have now left). One student went from below to at. We would recommend that this is our target group for 2023.

Maths: 90% at or above. 2 students are well below - have global learning issues - both of these were receiving LA support.
There are 5 students below - these students are receiving support in class and making some progress. One student went
from below to at. One of these students has now left our school.

Year 8

Reading

Writing

Maths
Analysis

Comments

Reading: 94% at or above. There is 1 student well below - this student had development issues and was receiving LA
support. There are 2 students below - one was getting LA support and one was ESOL and had attendance issues that
affected her progress.

Writing: 86% at or above. There are 2 students well below - one student had developmental issues and was receiving LA
support, and the other was ESOL and had attendance issues that affected her progress. There are 5 students below - one
child had global learning delay, and was receiving LA support. The other four students made progress through the year.
Through the year, six students, who were part of our target group, moved from below to at.

Maths: 87% at or above. 0 students are well below. 7 students are below. From the start of the year one student went up to
at and another dropped to below - this was due more to behaviour difficulties rather than ability. All of the other children made
progress but not accelerated progress to help them reach the expected level.