Taonui School Analysis of Variance

For the year ended 31 December 2008

Link to Strategic Plan Goal 1:

The School will place an emphasis on teacher writing development.
Specific strategy: Through professional development improve teacher pedagogical knowledge and
practice in writing.

Background Data 2008 Target

Writing assessment end of 2007
• 62% of students achieved below the By the end of 2008 70% of all students will achieve at
expected level or about the expected level as assessed against the
• 38% of students achieved at the writing exemplars.
expected level
• There are no significant differences
in achievement between boys and Focus Year Gender Ethnicity
girls. Area Group
• The % of Maori students below/at
expected levels was the same as
for non-Maori students.
• Deeper features:
- Ideas need to be developed
with more specific detail.
- A basic logical structure is
generally evident but ideas
need more shaping,
Writing 1. Yr 1 - 8 All All
including use of conclusions.
- As evident in oral language
and reading many students
need to develop vocabulary
skills.
• Surface Features: More evident from Year
4 – 5 is generally the poor use of
punctuation. Editing and proof reading
skills need to be taught consistently across
all year levels.

Results
All Students Maori Boys Girls
At or above
63% 60% 50% 75%
expected level
Below expected
37% 40% 50% 25%
level

Comment
There was substantial improvement from 38% meeting writing expectations to 63% by the end of
2008. However, the target was not met.
Maori students performance was similar to other students.
Girls as a group met the writing target.
The area for concern is at the current Year 2 - 3 levels where a group of boys are not performing
to expectations. This is not just in writing but also in all literacy and numeracy.

Next step
The underperforming boys group will be targeted for development in 2009. Targeted students are
a specific teaching strategy designed to have a positive impact on all students.
The writing professional d development programme will continue.