Details of progress of all special programmes including learning centre

1. Mid Year
Special
Programmes
Report

2. Rainbow Reading Report
Goals:
To raise student reading and comprehension achievements in
Rainbow Reading.
To raise student enjoyment, interest in reading, and sense of
achievement.
To collaborate with teachers over pupils’ needs re entry and exit
expectations.

3. Method:
Students school-wide are identified at the beginning of the year, through Probe
(senior school) and Price Milburn (junior school) reading assessments, as to whom
is reading below chronological age, and therefore classified as suitable candidates
for Rainbow Reading.
Students leave classrooms for 15 minutes Monday to Thursday and instructed in
Rainbow Reading, a national programme, by two trained teacher aides.
Participating students are provided with graded books. Students wear
headphones and listen / follow the text, being read to them, up to four times before
a Running Record is taken. The Running Record indicates whether or not the
student is ready to move up a level on the Rainbow Reading Colour Wheel.
At the end of each term students remain on the programme if reading age does
not correlate with their chronological age, or they exit the programme having
achieved reading age equivalent to chronological age.
The number of students on the programme at any one time remains between 40
and 50. Successful students exit at the end of each term and new students enter
at the beginning of the next term.

4. Goal 1:
To raise student reading and comprehension achievements in Rainbow Reading.
Rainbow Reading Colour Wheel Progress
Year 2 - 2012
10
9
8
7
6 February Colour Wheel
Y
E
A 5
April Colour Wheel
R
S 4
June Colour Wheel
3
June Probe/PM
2
1 June Chronological Age
0

5. . Analysis of Year 2 Students – Term 1 & 2:
Seventeen students entered the programme at the beginning of term 1, with
three exiting at the end of that term, these three entering the Reading Recovery
programme, leaving 14 on the programme at the end of term 1.
Two more students joined the programme at the beginning of term two bringing
the total year 2 students in the programme to 16; one has since left the school.
Of these two students, on the programme for the second term only, one made 2
years’ progress and the other made one year’s progress.
Of the 14 students in the programme for the full six month period of terms 1 and
2, 10 made one year’s progress, one made two years’ progress, and one other
made four years’ progress. Two made no progress. Progress ranged from 0
months to 48 months.
As is school policy, students whose Probe/PM reading age correlates with their
chronological age, leave the programme having achieved to a successful level.
This would be the case with four students, Lisa, Owen, Katie and Jake
however, on reflection with teachers, this policy to be revised bearing in mind it
is Instructional Level that is recorded as the school’s official Reading Age and
many students require a further term to consolidate above their Instructional
Level.

6. Rainbow Reading Colour Wheel Progress
Year 3 - 2012
10
9
8
7 February Colour Wheel
April Colour Wheel
6
Y
E June Colour Wheel
A 5
R June Probe/PM
S 4
June Chronological Age
3
2
1
0

7. Analysis of Year 3 Students – Terms 1 & 2:
Eleven students entered the programme at the beginning of term 1, with one
departing the school at the end of that term 1, leaving 10 of the original 11 on the
programme at the end of term 1.
Two more students joined the programme at the beginning of term two bringing
the total year 3 students in the programme to 12, with one departing the school by
the end of term 2, leaving 11 on the programme at the end of term 2.
Of the nine students in the programme for the full six month period of terms 1 and
2, three made progress of one year, four made progress of two years, and one
made four years’ progress in the six month period. One student did not progress.
The progress ranged from 0 months to 48 months.
Of the two students on the programme for term 2 only, one made no progress and
the other made two years’ progress.
As is school policy, students whose Probe/PM reading age correlates with their
chronological age, leave the programme having achieved to a successful level.
This would be the case with one student, Kees (with Sarah and Dominic close)
however, on reflection with teachers, this policy to be revised bearing in mind it is
Instructional Level that is recorded as the school’s official Reading Age and many
students require a further term to consolidate above their Instructional Level.

8. Rainbow Reading Colour Wheel Progress
Year 4 - 2012
12
10
8
Y
E February Colour Wheel
A 6
April Colour Wheel
R
June Colour Wheel
S
June Probe/PM
4 June Chronological Age
2
0

9. Analysis of Year 4 Students – Terms 1 & 2:
Ten students entered the programme at the beginning of term 1, with one
exiting at the end of that term leaving nine in the programme at the end of
term 1.
Two more students joined the programme at the beginning of term two
bringing the total year 4 students in the programme to 11 by the end of term
2.
Of the ten students in the programme for the six month period of terms 1
and 2, five made progress of one year, three made progress of two
years, one made no progress and another regressed a year. The latter two
have both entered the L1 Learning Centre diagnosed as being on the
dyslexic spectrum. The average progress ranged from 0 months to 24
months.
Of the two students on the programme for term 2 only, one made a year’s
progress in the term, and the other student made two years’ progress in the
term.
As is school policy, students whose Probe/PM reading age correlates with
their chronological age, leave the programme having achieved to a
successful level. No students are ready to leave yet, (though Anke and
Ashlee are close) however, on reflection with teachers, this policy to be
revised bearing in mind it is Instructional Level that is recorded as the
school’s official Reading Age and many students require a further term to
consolidate above their Instructional Level.

10. Rainbow Reading Colour Wheel Progress
Year 5 - 2012
12
10
8
Y February Colour Wheel
E
April Colour Wheel
A 6
R June Colour Wheel
S June Probe/PM
June Chronological Age
4
2
0
Awen Corban Flyn Lily Robin Heather

11. Analysis of Year 5 Students – Terms 1 & 2:
Five students entered the programme at the beginning of term 1, with two
exiting at the end of that term, one being an ORS student who made no
progress and was unable to benefit from the programme, and the other left
the school having improved one year in term 1. This left three in the
programme.
One more student joined at the beginning of term two bringing the total year
4 students in the programme to four by the end of term 2.
Of the three students in the programme for the six month period of terms 1
and 2, one made progress of one year and two made progress of three
years each. The average progress ranged from 12 months to 36 months.
The student on the programme for term 2 only, made two years’ progress in
that term.
As is school policy, students whose Probe/PM reading age correlates with
their chronological age, leave the programme having achieved to a
successful level. No students are ready to leave yet, however, on reflection
with teachers, this policy to be revised bearing in mind it is Instructional
Level that is recorded as the school’s official Reading Age and many
students require a further term to consolidate above their Instructional Level.

12. Rainbow Reading Colour Wheel Progress
Year 6 - 2012
14
12
10
Y 8 February Colour Wheel
E
April Colour Wheel
A
R June Colour Wheel
S 6 June Probe/PM
June Chronological Age
4
2
0
Ayla Annie Summer Erin Anahera Reign Nikita

13. Analysis of Year 6 Students – Terms 1 & 2:
Seven students entered the programme at the beginning of term 1, with one
exiting at the end of that term after gaining one year’s progress and reaching
the highest achievable of the all levels, Toxic. This left six in the programme at
the end of term 1.
Of the six students in the programme for the six month period of terms 1 and
2, three made progress of one year, two made progress of two years, and one
made four years’ progress.
As is school policy, students whose Probe/PM reading age correlates with their
chronological age, leave the programme having achieved to a successful level.
Summer could be ready to leave, (with Ayla and Annie close) however, on
reflection with teachers, this policy to be revised bearing in mind it is
Instructional Level that is recorded as the school’s Reading Age and many
students require a further term to consolidate above their Instructional Level.

14. ESOL (English for Speakers of
Other Languages)
Mid-year Report - 2012
Goals:
To improve students Listening, Speaking, Reading and
Writing (Written Language) skills and knowledge.

15. Method:
Students identified upon entry to Whangaparaoa Primary School through school’s
form titled ‘Notification of Early Awareness of Needs’ completed upon entry.
A few weeks after school entry, class teachers assess ESOL students using Ministry
ESOL / AP – Migrant, or ESOL / AP – New Zealand form. Pupils with scores 112 or
less out of a possible 135 are accepted as ESOL students.
Funding applications to Ministry twice yearly, February and July / August.
Support programmes run four times weekly Monday to Thursday by three trained
teacher aides, planning from MOE curriculum document, Years 1 – 6.
Migrant students, eligible for funding, are students born overseas in countries where
English is their second language. They are able to enter ESOL programmes
immediately upon entry to school (if score is 112 or under).
Total 39 students enrolled as ESOL throughout terms 1 & 2, three of the 39
departing our school throughout terms 1 & 2, leaving 36 originals (at beginning of
term 3, six new students entered the programme (42), and eight progressed
off, leaving terms 3 & 4 with a roll of 34).
New Zealand born students, eligible for funding, are students born in New Zealand
with one parent born in a country where English is their second language. These
students enter ESOL programmes (if score is 112 and under) after being at school
for two terms.
Associate Principal liaises regularly with main office staff over new enrolments to
school.

16. Progress Terms 1 and 2
ESOL (English Speakers of Other Languages) – Terms 1 & 2
Number of Tuition Times Year Levels Programmes
Students
Programmes Monday to Thursday as follows:
6 2.00pm-3.00pm Years 1 to 3 Listening / Speaking
7 2.30pm-3.00pm Years 3 & 4 Reading
7 2.00pm-3.00pm Years 2 to 3 Written Language
7 2.30pm-3.00pm Years 4 to 6 Written Language
12 Roving Years 1 to 6 Monitoring in-class progress
Total 39 students:
Tutored between 2.00pm-3.00pm, Monday – Thursday
Listening, Speaking, Reading and Writing (3 of the 39 left throughout terms 1 & 2).

17. Assessment:
Goal 1: To improve students’ Listening, Speaking, Reading and Writing
(Written Language).
NZ Born ESOL Students Listening Results
120
100
P 80
e
r
c
e
60
n February 2012 Listening - %
t
a July Listening - %
g
40
e
20
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14
Number of Pupils

18. Progress Terms 1 and 2
Student 1: 0% Student 2: 11% Student 3: 8% Student 4: 26%
Student 5: 59% Student 6: 30% Student 7: 48% Student 8: left
Student 9: 0% Student 10: 4% Student 11: 26% Student 12: left
Student 13; 0% Student 14: 0%

19. New Zealand Born ESOL Students – Listening
Progress
Fourteen students at the commencement of the year with
two students (No.8 & No.12) leaving school during first
term.
Percentile progress range from 0% to 59%
Total percentile progress 212%; average percentile
progress per student (12 students) 17.66%
8 students progressed; 4 students stayed the same.

20. Migrant ESOL Students Listening Results
120
100
80
P
e
r
c
e
60
n February 2012 Listening - %
t
a July 2012 Listening - %
g
e 40
20
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
Number of Pupils

21. Progress Terms 1 and 2
Student 1: 11% Student 2: left Student 3: -7% Student 4: -7%
Student 5: 3% Student 6: 33% Student 7: 29% Student 8: 29%
Student 9: 15% Student 10: 8% Student 11: -3% Student 12: 15%
Progress Terms 1 and 2:
Student 13: 22% Student 14: -4%; Student 15: 15% Student 16: 22%
Student 17: 0% Student 18: 0% Student 19: 19% Student 20: -1%
Student 21: 15% Student 22: 11% Student 23: 0% Student 24: 24%
Student 25: 15%

22. Migrant ESOL Students – Listening Progress
Twenty five students at the commencement of the year with one
student (No.2) leaving school during first term.
Percentile progress range from -7% to 33%
Total percentile progress 246%; average percentile progress per
student (24 students) 10.25%
16 students progressed; 3 students regressed; 5 students stayed
the same

23. NZ Born ESOL Students Speaking Results
120
100
P 80
e
r
c
e
60
n
t
February 2012 Speaking - %
a
g
e 40
July 2012 Speaking - %
20
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14
Number of Pupils

24. Progress Terms 1 and 2
Student 1: -9% Student 2: -8% Student 3: 10% Student 4: 24%
Student 5: 61% Student 6: 36% Student 7: 27% Student 8: left
Progress Terms 1 and 2:
Student 9: 3% Student 10: 9% Student 11: 3% Student 12: left
Student 13: 3% Student 14: 0%

25. New Zealand Born ESOL Students – Speaking Progress
Fourteen students at the commencement of the year with two
students (No.8 & No.12) leaving school during first term.
Percentile progress range from -9% to 61%
Total percentile progress 193%; average percentile progress per
student (12 students) 16.08%
9 students progressed; 1 student stayed the same; 2 students
regressed

26. Migrant ESOL Students Speaking Results
120
100
80
P
e
r
c
e
60
n
t February 2012
a Speaking - %
g
e
40
July 2012 Speaking -
%
20
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

27. Progress Terms 1 and 2:
Student 1: 15% Student 2: left Student 3: -6% Student 4: 0%
Student 5: 0% Student 6: 12% Student 7: 24% Student 8: 9%
Student 9: 19% Student 10: 15% Student 11: 0% Student 12: 10%
Student 13: 30% Student 14: 6%; Student 15: 30% Student 16: 24%
Student 17: 0% Student 18: 0% Student 19: 3% Student 20: 0%
Student 21: 21% Student 22: 15% Student 23: 0% Student 24: -10%
Student 25: 15%

28. Migrant ESOL Students – Speaking Progress
Twenty five students at the commencement of the year with one
student (No.2) leaving school during first term.
Percentile progress range from -10% to 30%
Total percentile progress 232%; average percentile progress per
student (24 students) 9.66%
15 students progressed; 6 students stayed the same; 3 students
regressed;

29. NZ Born ESOL Students Reading Results
120
100
80
P
e
r
c
e
60
n February 2012 Reading - %
t
a July 2012 Reading - %
g
e 40
20
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14
Number of Pupils

30. Progress Terms 1 and 2:
Student 1: 0% Student 2: 6% Student 3: 5% Student 4: 31%
Student 5: 67% Student 6: 31% Student 7: 47% Student 8: left
Progress Terms 1 and 2:
Student 9: 3% Student 10: 6% Student 11: 29% Student 12: left
Student 13: 0% Student 14: 0%

31. New Zealand Born ESOL Students – Reading Progress
Fourteen students at the commencement of the year with two
students (No.8 & No.12) leaving school during first term.
Percentile progress range from 0% to 67%
Total percentile progress 225%; average percentile progress per
student (12 students) 18.75%
9 students progressed; 3 students stayed the same

32. Migrant ESOL Student Reading Results
120
100
80
P
e
r
c
e
60
n February 2012 Reading - %
t
a July 2012 Reading - %
g
e 40
20
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
Number of Pupils

33. Progress Terms 1 and 2:
Student 1: 33% Student 2: left Student 3: 0% Student 4: 9%
Student 5: 3% Student 6: 19% Student 7: 33% Student 8: 20%
Student 9: 8% Student 10: 14% Student 11: 0% Student 12: 6%
Progress Terms 1 and 2:
Student 13: 26% Student 14: -2%; Student 15: 25% Student 16: 23%
Student 17: 3% Student 18: 0% Student 19: 0% Student 20: 25%
Student 21: 13% Student 22: 9% Student 23: 0% Student 24: -2%
Student 25: -6%

34. Migrant ESOL Students – Reading Progress
Twenty five students at the commencement of the year with one
student (No.2) leaving school during first term.
Percentile progress range from -6% to 33%
Total percentile progress 259%; average percentile progress per
student (24 students) 10.79%
16 students progressed; 3 students regressed; 5 students stayed
the same

35. NZ Born ESOL Students Writing Results
120
100
80
P
e
r
c
e
60
n February 2012 Writing - %
t
a July 2012 Writing - %
g
e 40
20
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14
Number of Pupils

36. Progress Terms 1 and 2:
Student 1: 0% Student 2: 6% Student 3: 11% Student 4: 21%
Student 5: 29% Student 6: 41% Student 7: 41% Student 8: left
Student 9: 5% Student 10: 18% Student 11: 10% Student 12: left
Student 13: 2% Student 14: 5%

37. New Zealand Born ESOL Students – Writing Progress
Fourteen students at the commencement of the year with two
students (No.8 & No.12) leaving school during first term.
Percentile progress range from 0% to 41%
Total percentile progress 189%; average percentile progress per
student (12 students) 15.75%
11 students progressed; 1 student stayed the same

38. Migrant ESOL Student Writing Results
120
100
P 80
e
r
c
e February 2012 Writing
60
n -%
t
a July 2012 Writing - %
g
40
e
20
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
Number of Pupils

39. Progress Terms 1 and 2:
Student 1: 48% Student 2: left Student 3: -3% Student 4: 4%
Student 5: 0% Student 6: 15% Student 7: 38% Student 8: 26%
Student 9: 0% Student 10: 2% Student 11: 5% Student 12: 8%
Progress Terms 1 and 2:
Student 13: 22% Student 14: 2% Student 15: 10% Student 16: 11%
Student 17: 0% Student 18: 0% Student 19: 0% Student 20: 25%
Student 21: 27% Student 22: 5% Student 23: 0% Student 24: -6%
Student 25: 3%

40. Migrant ESOL Students – Writing Progress
Twenty five students at the commencement of the year with one
student (No.2) leaving school during first term.
Percentile progress range from -6% to 48%
Total percentile progress 242%; average percentile progress per
student (24 students) 10.08%
16 students progressed; 2 students regressed; 6 students
stayed the same

41. Behavioural Report
Mid-Year 2012
Goals:
To monitor student behaviour both In-classrooms and in Playground.
To identify Number of Incidents by Location.
To identify number of Incidents by Class and Playground.
To introduce a monitoring system that identifies student with
behavioural issues.

42. Method:
Each classroom teacher, and each teacher on playground duty, has a Behaviour Book
for recording incidents, daily, under the seven heading of:
Defiance / Attitude; 2) Physical; 3) Verbal; 4) Property; 5) Theft;
Boundaries and 7) Bullying
These seven headings were identified by class teachers as the main areas where
incidents should be categorised. Each heading has several sub-headings to ease
identification of an incident.
Once students have three incidents recorded against them, under any of the seven
(above) headings, parents are informed of pending lunchtime detention (which occurs
after fourth misdemeanour). After fourth incident, students are retained in detention
classroom from 1 to 4 days depending on their year level, eg Year 1, one day; Year 2,
two days, Year 3, three days, and Years 4, 5, & 6, four days.
Both In-class and Playground Booklets are collected each Friday and each offender for
that week (and his / her incident) is recorded. All class teachers are e-mailed on the
same day, the names of those students with three incidents. Class teachers then
contact parent and
inform them of this third incident (and pending detention on fourth). Some teachers
contact parents on first and second incidents. Associate Principal contacts parents of
students who have a fourth incident recorded against them, and therefore detention the
following week. The offending child’s list of incidents is printed out and sent home with
child. Parents are generally well accepting of this system.

43. Number of Incidents - By Location
Half Year Report
100
90
80
70
60
Field 1
50 Field 2
Junior 1
40
Junior 2
30 Classroom
20
10
0
Years 0-1 Year 2 Year 3 Year 4 Year 5 Year 6

44. Analysis of Incidents by Location:
Field 1 is the domain of Years 4, 5 and 6.
Field 2 is the domain of Years 1, 2, 3 and 4.
Junior 1 covers the mostly grassed area between A, L and M Blocks, and
Junior 2 covers the area parallel to hall (L1 to L4).
Classroom refers to each and every individual classroom throughout the
school from the newest K3 (Year 0), to the four classes of B5, B6, B7 and
B8, all Year 6 students.
It is pleasing to note that all Field 1 incidents (from old, large, wooden
climbing frame to Ladies Mile boundary) were indeed carried out by Years
4, 5 and 6 students, indicating these students were staying in their own
delegated area.
Again Field 2 incidents (from old, large, wooden climbing frame to area
behind Tindalls and M2) were mainly carried out by Year 0 to Year 3
students, though a small number of Year 5 student’ incidents were recorded
in this area that is out-of-bounds to them (Field 2 being the domain of Years
1 to 4).

45. Junior 1 and Junior 2 areas, both delegated as years 1 to 4
areas, show incidents occurring here were mainly carried out by Years
1 to 3 students, though Year 5 had a couple of incidents recorded in
this area which is out-of-bounds to them.
Classroom incidents recorded were Year 6 with 24 for terms 1 and
2, Year 5 with 23, Year 4 with 34, Year 3 with 86, Year 2 with 29 and
Year 1 with 30 incidents for the two terms.
Research informs us that 8 year old students, generally Year3’s, are
notorious for ‘flexing their muscles’ at this level whilst readjusting to the
move from junior to middle school behavioural expectations.

46. Number of Incidents
By Location/Year Level
100
90
80
70
60
Year 0-1
Year 2
50 Year 3
Year 4
40 Year 5
Year 6
30
20
10
0
Field 1 Field 2 Junior 1 Junior 2 Classroom

48. Analysis of Incidents - Combined Classroom and Playground:
Defiance / Attitude:
Lack of respect / manners to ANY adults / peers; rudeness towards ANY
adults / peers;
Non-compliance in class or group activities (indoors / outdoors).
Of the total 372 incidents recorded school-wide, Defiance / Attitude
scored 190.
Physical:
Physically harming others that includes:
Fighting / hitting / punching / slapping / foot tripping shoving / choking /
striking / spitting (whether at others, onto the ground, onto objects, etc)
Of the total 372 incidents recorded school-wide, Physical scored 147.
Verbal:
Answering back; Always having last word; Interrupting with negative
comments; Unacceptable language; Verbal put-downs; Constant arguing /
back-chatting peers / teachers; Calling out / shouting across room;
Swearing (whether aimed towards others, or in general).
Of the total 372 incidents recorded school-wide, Verbal scored 13.

49. Property:
Lack of respect for books; Lack of respect for people’s property; Lack of
respect for school’s property or equipment (including toilets / cloak bays).
Of the total 372 incidents recorded school-wide, Verbal scored 15.
Theft:
Taking anything that does not belong to you (includes lunches and PE
equipment)
Of the total 372 incidents recorded school-wide, Theft scored 6.
Boundaries:
Out of school boundaries (including in the creek) without adult permission.
Of the total 372 incidents recorded school-wide, Boundaries scored 1.
Bullying:
On-going intimidation; On-going threats; On-going stand-over tactics; On-
going teasing;
On-going deliberately making fun of others
Of the total 372 incidents recorded school-wide, Boundaries scored 0.