After 3 years at school 1 0.8% 6 4.8% 76 61.3% 41 33.1% 124 End of Year 4 1 0.9% 3 2.8% 59 55.1% 44 41.1% 107 End of Year 5 1 0.9% 2 1.9% 60 56.1% 44 41.1% 107 End of Year 6 1 1.1% 4 4.4% 48 53.3% 37 41.1% 90 ACTION WHO-Lead in Bold Resourcing By When Our Analysis Within classes and support Anne, Classroom Time and Learning Support Ongoing throughout Supported within classroom programmes target those practitioners and those Budget 2015 practice, teachers focus on the implementing support identified as needing to move learning needs and support categories in relation to programmes. Anne for students National Standards curriculum implementation and Paula for Learning Support Implement specific actions Anne, Teachers 0.4 Teaching and Learning time Ongoing throughout Teaching and learning Time has from Teachers performance 2015 enhanced Teacher practice and management to support their Student achievement, need to Teaching of Reading practice continue as we have teachers who are highly reflective Reading Recovery a 0.7 Full Paula, Nikki, Amie, Teachers .7 teaching time Ongoing throughout Resourcing in place, with the time teachers to allow at least 2015 Board committing 0.3 staffing to 30 students support our children, this has seen significant gains for the 30 students involved
After 3 years at school 1 0.8% 6 4.8% 76 61.3% 41 33.1% 124 End of Year 4 1 0.9% 3 2.8% 59 55.1% 44 41.1% 107 End of Year 5 1 0.9% 2 1.9% 60 56.1% 44 41.1% 107 End of Year 6 1 1.1% 4 4.4% 48 53.3% 37 41.1% 90 ACTION WHO-Lead in Bold Resourcing By When Our Analysis Within classes and support programmes target those identified as needing to move categories in relation to National Standards Anne, Classroom practitioners and those implementing support programmes. Anne for curriculum implementation and Paula for Learning Support Time and Learning Support Budget Ongoing throughout 2015 Supported within classroom practice, teachers focus on the learning needs and support students Implement specific actions from Teachers performance management to support their Teaching of Reading practice Anne, Teachers 0.4 Teaching and Learning time Ongoing throughout 2015 Teaching and learning Time has enhanced Teacher practice and Student achievement, need to continue as we have teachers who are highly reflective Reading Recovery a 0.7 Full time teachers to allow at least 30 students Paula, Nikki, Amie, Teachers .7 teaching time Ongoing throughout 2015 Resourcing in place, with the Board committing 0.3 staffing to support our children, this has seen significant gains for the 30 students involved
Analysis_of_Variance_Final_Copy_2015.docx