How can we at Tāmaki make a difference to the learning for students who are achieving below in literacy?
Literacy Achievement Analysis
Overview
An analysis of student performance data identified a group of students performing below the expected curriculum levels in Reading. The findings indicate that foundational language and literacy development are key contributing factors.
The data suggests that literacy challenges begin at the foundational level and compound over time when not addressed early. Emphasis on early identification, intervention, and consistent monitoring across all year levels—especially in the early years—is essential to lifting overall reading achievement.
Key Findings:
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Students Performing Below Expected Levels (Years 4–8):
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A total of 13 students were identified as working more than two years below the expected curriculum levels in literacy.
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This indicates significant gaps in foundational literacy skills that have persisted over time.
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Early Years Focus (New Entrants & Year 1):
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The New Entrant and Year 1 cohorts have been a particular focus, as establishing strong literacy foundations in the first year of schooling is critical.
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Early intervention prioritised to ensure these students develop key reading and language skills and to prevent future learning gaps.
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Emerging Concerns (Years 2–3):
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Within the Year 2/3 class, several students were already beginning to show early signs of falling behind expected literacy benchmarks.
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This group will require targeted support and monitoring to address gaps before they widen.
There were students who had recently immigrated from other countries and had limited proficiency in the target language (English).
Collaborative Approach to Address Literacy Needs
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To effectively support such a large group of students, it was essential that we worked collaboratively as a team to target our learners’ specific needs. We formed a dedicated literacy support team comprising teachers and learning assistants to ensure a coordinated and consistent approach.
Through further reflection, we recognised the importance of adopting a school-wide literacy approach to drive improvement. To achieve this, all learning assistants received training in key literacy strategies, ensuring that everyone shared a common understanding and approach. This alignment meant that all staff were “singing from the same hymn sheet,” working together to strengthen learning outcomes for the students who needed the most support.
To effectively support such a large group of students, it was essential that we worked collaboratively as a team to target our learners’ specific needs. We formed a dedicated literacy support team comprising teachers and learning assistants to ensure a coordinated and consistent approach.
Through further reflection, we recognised the importance of adopting a school-wide literacy approach to drive improvement. To achieve this, all learning assistants received training in key literacy strategies, ensuring that everyone shared a common understanding and approach. This alignment meant that all staff were “singing from the same hymn sheet,” working together to strengthen learning outcomes for the students who needed the most support.
Consistency in Literacy Practice and Assessment at Tamaki School
To achieve desired outcomes in literacy, it is essential that all staff adopt a consistent and unified approach. At Tamaki School, we recognized that differing methods across classrooms could hinder student progress and make it difficult to measure growth accurately. Therefore, as part of our literacy improvement strategy, we committed to establishing a shared framework for teaching and assessing literacy.
Leadership in Assessment - Actions Taken
As the leader responsible for literacy assessments, I took proactive steps to ensure consistency across the school. This involved aligning assessment practices, moderating student work, and supporting teachers to understand and apply the same expectations. Through this process, we aimed to create a coherent system where assessment data could reliably inform teaching and contribute to lifting student achievement.
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Developed and implemented a school-wide literacy assessment plan.
BSLA training for all Learning assistants and Teachers
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Facilitated professional learning sessions to build shared understanding of effective literacy instruction and assessment.
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Introduced regular moderation meetings to ensure consistency in marking and judgments.
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Monitored student progress data to identify trends, strengths, and areas for targeted support.
By adopting a consistent approach, we strengthened collaboration among teachers and improved the reliability of literacy data. This has provided a strong foundation for future initiatives aimed at raising student achievement further. The next step is to continue refining our practices through professional dialogue, data analysis, and ongoing reflection.
To achieve desired outcomes in literacy, it is essential that all staff adopt a consistent and unified approach. At Tamaki School, we recognized that differing methods across classrooms could hinder student progress and make it difficult to measure growth accurately. Therefore, as part of our literacy improvement strategy, we committed to establishing a shared framework for teaching and assessing literacy.
Leadership in Assessment - Actions Taken
As the leader responsible for literacy assessments, I took proactive steps to ensure consistency across the school. This involved aligning assessment practices, moderating student work, and supporting teachers to understand and apply the same expectations. Through this process, we aimed to create a coherent system where assessment data could reliably inform teaching and contribute to lifting student achievement.
-
Developed and implemented a school-wide literacy assessment plan.
BSLA training for all Learning assistants and Teachers
-
Facilitated professional learning sessions to build shared understanding of effective literacy instruction and assessment.
-
Introduced regular moderation meetings to ensure consistency in marking and judgments.
-
Monitored student progress data to identify trends, strengths, and areas for targeted support.
By adopting a consistent approach, we strengthened collaboration among teachers and improved the reliability of literacy data. This has provided a strong foundation for future initiatives aimed at raising student achievement further. The next step is to continue refining our practices through professional dialogue, data analysis, and ongoing reflection.
Talanoa (Learning Background and Transitions)
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One student has received early interventions in foundational classes (Years 1–3), suggesting a continued need for targeted support and monitoring.
Seven students had immigrated from overseas
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Two students have experienced school changes, which may have disrupted learning continuity and contributed to gaps in understanding.
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Three students have been enrolled at our school since they were 5, but continue to perform below curriculum expectations, indicating that ongoing targeted interventions may be required.
10 students in our new entrant class some of who were not school ready
5 students who in a year 2/3 class who had not achieved in their initial years of schooling
One student has received early interventions in foundational classes (Years 1–3), suggesting a continued need for targeted support and monitoring.
Seven students had immigrated from overseas
Two students have experienced school changes, which may have disrupted learning continuity and contributed to gaps in understanding.
Three students have been enrolled at our school since they were 5, but continue to perform below curriculum expectations, indicating that ongoing targeted interventions may be required.
10 students in our new entrant class some of who were not school ready
5 students who in a year 2/3 class who had not achieved in their initial years of schooling
Intervention Details - (Double dipping/Dose and Density)
Targeted literacy intervention was provided daily to identified students, with focused activities designed to strengthen their phonics knowledge, reading fluency, and overall literacy skills. The programme aimed to build foundational language skills through consistent, structured practice.
Key activities included:
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Phonics practice: Daily reinforcement of letter–sound relationships - blends, diagraphs to develop decoding skills and improve reading accuracy.
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Sight word learning: Regular practice and review of basic sight words to enhance word recognition and reading fluency.
Guided reading with phonics-based texts: Students read phonics books designed to introduce new vocabulary and language structures, supported by lesson plans provided at the back of each book.
Story reading and comprehension sessions: Each week, the teacher conducted a shared story reading session, followed by comprehension activities such as answering questions, retelling, or summarising the story to strengthen understanding and oral language skills.
This structured, daily approach provided students with consistent exposure to essential literacy elements, supporting steady progress in reading confidence and capability.
Student voice collected after 10 weeks of intensive intervention
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