Composite Classes- What are they?

I know that some parents are often puzzled as to why some schools have composite classes while others do not. In 2010 as with 2009 we will respond to needs and create classes that best meet the needs of the children - this will continue to include a mix of composite and single year group classes.

At the vast majority of New Zealand schools a decision has been made to have composites. This decision is based on research about what makes a difference to, and benefits, students. 
The research for composite classes supports what many experienced teachers know.
In one study by a researcher called Pavan in 1992 it was found that students in composite settings did as well as, or outperformed, students in single graded classrooms. While that is positive perhaps the most significant findings come from the research of people like Pratt (1993) that identified that composite classrooms are “socially and psychologically healthy places.”  Students from composite settings outperformed students in single age settings on more than 75% of the affective measures tested and had fewer discipline issues. 

The findings showed that composites provided a natural setting in which older students had the opportunity to tutor younger students. This had positive outcomes for both the younger students and those who were the tutors. Others researchers French, Waas, Stright and Baker (1986), found that students in composites had had more opportunities to be leaders including many who may not have shown leadership in other settings. In other studies evidence showed that where students are in composite classes and are then cross-grouped for one or two subjects e.g. reading, there is an increase in their achievement.
 

So for Windsor our decision to have composites is based on evidence about what makes a positive difference for students. Academic findings have been mostly positive, some neutral but certainly nothing negative for students in composites. However there is clear evidence that composites do make a significant difference in and provide affective advantages for students i.e. they enhance self esteem, decrease behavioural problems, reduce the impact of labeling, encourage the formation of positive communities and lead to social and academic growth. The school’s commitment to grouping students according to social as well as academic needs has positive outcomes for all.  It is what we all know as parents and teachers - when a student feels positive about school they have more chance to be academically and socially successful. And in the end that is what we all want for all our students

For another view you could read 

http://www.greenbay.school.nz/WebSpace/854/

I am more than happy to talk to parents further about composite classes at any time.

Neill

Welcome to 2010!!!

Welcome to a year of a new decade, the new curriculum, and the risk of National Standards!

We have had a fantastic start to the year, a year where we will explore "Identity" through three themes:

1. "What's out there?"

2. "Why don't we all speak English?"

3. "What about me?"

The teachers will be involved in intensive writing professional development as we strive to achieve our goal of "excellence in numeracy and literacy" through "positive and challenging learning environments" and by utilizing "rich tasks and meaningful learning contexts".  The three concepts in italics are the three teaching and learning beliefs of the Windsor School learning community.

The year started with a hiss and a roar for all teachers as they attended an action packed two day conference in Christchurch on Wednesday and Thursday (27 & 28 January) last week. The "Teachers Matters" conference was packed with practical ideas as well as keynote speakers who challenged us to have 21st Century learning environments for 21st Century children. We were also challenged to let our children be active, creative and to use the arts, music and movement to engage them.

Our first short week flew by but the highlight of the first five days at school was a visit by the Governor General of New Zealand and his wife Lady Susan. They were so friendly and encouraging to our children and honored us by launching our PRIDE Challenges for 2010.

It was an privilege to be able to name The Governor General and Lady Susan as Honorary Recipients of our treasured Pounamu Pride Pendant.

2010 is about six main goals for us:

1.          Implement the NZ Curriculum

2.          Improve outcomes in writing (school wide PD)

3.          Review, clarify and streamline systems to ensure coherence school wide.

4.          Maintain targeted support for staff to ensure quality teaching and learning practice

5.          Comply with national standards

6.          Use data to inform future focus and school wide professional development

It is a challenge to have one of the most exciting curriculums of all time (and one that is much respected internationally) all set to go in 2010 and to have learning environments that celebrate the individual learner as a whole child with creative, artistic, scientific, physical and social skills and values and then have it all side swiped by a series of national standards. 

It is critical that we prepare our children for tomorrow not yesterday Eleanor Roosevelt wisely said "It is today we must create the world of the future!". We cannot and will not empower our learners through tests and standards (the way of the 1940's-1960's) It has not worked anywhere in the world- in fact it has been a dismal failure to children and for teachers. We will not help our children to have a sense of self worth and achievement through national standards. Remember "Not everything that counts can be counted and not everything that can be counted counts" (Albert Einstein). It is also fascinating that the move to National standards is at a time the economy is eliminating standardized jobs. If we want to improve outcomes for learners tests and standards will not do it.

We will have an amazing year regardless of this intrusion on self governing schools. We will comply with requirements should the Government not have a change of heart but we will comply without compromising all that our community have told us they believe in and want for their children over the last three years. We will enjoy the opportunity to show that through quality teaching practice and clarity of vision we can achieve excellent outcomes for our children. This has been the Windsor School tradition of the past and it will continue in 2010!

I am looking forward to a wonderful 2010 with highly motivated children dedicated and reflective staff, an engaged and supportive parent community and a visionary Board of Trustees.

Neill :)

Strategic Planning Day- Planning for our future

On Saturday we had a great session with the BOT and the leadership team as we reflected on the progress we have made over the last three years and planned for the next three to five years. This was the first time that the new leadership team for 2010 had an opportunity to work with the BOT. the new look team includes the existing leadership team of myself two Deputy Principals and an Associate principal plus five new team leaders.

It was fantastic to look back at the strategic goals and direction set by the BOT and leadership team in '06 and '07 and see just how much has been achieved.

Over that time the school has developed a strong sense of identity through the filter of "Learning together with PRIDE" It was very evident to all that our motto is not just writing on the walls but rather living and breathing at Windsor. Over the last three years much has been achieved in improving outcomes for learners in and through reading, ICT, integrated learning (called Pai Modules at Windsor), and maths. 

Curriculum leaders have worked very hard to ensure that best practice is evident in all classrooms and that targeted support is provided to teachers and children who are yet to met expectations. In addition they have closely analysed data to identify trends, needs and future direction.

Staff are more clear about what is expected in the key areas of learning and are also clear on their next steps for learning. This has been achieved through the development of our "Matrix"- Guidelines for Quality teaching and learning at Windsor.

Much has been done to encourage "CHILL Factor" (CHildren Leading their Learning) through three way learning conferences, goal setting, co constructed success criteria, reflecting on progress through reports,PRIDE Challenges, and involvement in decision making across the school. This continues to be an ongoing focus and interest for us.

One of the most exciting aspects about Saturday was the collective consensus on 'less is more' as the team planned for 2010 as well as a decision to be responsive to emerging needs each year when deciding the annual goals for the following year.

We are all looking forward to an exciting 2010 where we can focus on improving outcomes in writing and embed the progress made over the last three years.- Full report to follow!

Time to Pause

Time to pause and think about what we are all about. It is not just about outcomes, nor standards, not even reports and report writing, not tests, assessment tasks, learning outcomes or co constructed success criteria. 

It is about children. May our politicians and we remember that we are working with children each day. they want to play, have fun, be engaged, run, jump, laugh, interact, read, write (well at least some of them) yes do maths but ultimately they do these things because they enjoy them. Maths is in there in primary school as a thing children enjoy because they are still (or at least were) "getting it", they are successful, challenged but successful, they know they were right! Play, fun and games are fun because the child is having a great time with friends and usually they are experiencing success. 

Time to pause and consider how important play, fun, and success are to the child. Are we to keen to create "mini me's"?, mini adults who are consumed with achievement outcomes and goal setting (dare I say it) and all sorts of grown up notions.

Lets celebrate the child, who they are and should be. Lets not rush them to the finish post. Pause and let the children be children!

Welcome to our new families

We are about to welcome 60 new families to Windsor to start in Term 1 2010. These parents will see their children start school in 2010 and finish in 2023! If they go on to tertiary studies it may be 2027 before they enter the workforce... Ponder that, what will the world be like? How will we communicate, how will we shop, be entertained, travel, learn? I have no idea but I do know that positive values, a strong work ethic and positive relationships will be important. 

I know that throughout time we have looked for and will continue to seek people who relate well with others, show initiative, can problem solve and are resourceful. We value those who show perseverance and aim for excellence in whatever they do. 

It is a real buzz to be involved with families as we start the journey with their children. Our Powhiri (Thursday 26 November 9:00am) is the first step- a chance for families to get a taste of our learning place, a feel for the culture of Windsor and to see our older children in action! 

National Standards con't...

and for a bit more (well really a lot more) reading for those who are truly interested try this . There is to much to summarize but I believe that those who are really interested in the best for their children should have a read.

National Standards Why the Big Fuss?

The National Standards have been release in school and we are to start using them in 2010. They were and are a political agenda- an election promise. They set out some guidelines for achievement expectations for all children. They have been rushed into schools (for staff a three month lead in as opposed to 3 years for the Revised Curriculum) and they promise much.

Why the fuss?

Internationally they have failed to deliver. The UK is now moving away from National Standards as they have created winner and looser schools, schools where children come from homes where rest, nutrition, literature, love and kindness are not important typically achieve very poorly on National Standards- this should not be a surprise to us. 70% of the achievement outcomes of a child is determine by "home" factors. National standards (and this means testing) will not change that.

National Standards lead to league tables- these help no one.

League tables and national standards do not take into account "value added" that is what the teacher is able to do to improve outcomes for a child who comes to school with little or no language, little or no support at home and special behavioural or learning needs.

We are told:

Parents want accountability- we have ERO!

Parents want plain language - most schools have been offering it

Parents want to see where their child sits compared to national standards- I disagree if we gave parents what they want most say where does my child sit in relation to the class! Regardless schools (including Windsor) already do this with asttle , star, NZ exemplars...

If National standards are so important why not allow the time to upskill teachers, consider the research and feedback internationally and trial a system in NZ?

We have a world class Curriculum- it is at risk- schools and teachers may well start teaching to the test so that they perform well in national standards and in the media- a sad day for our nation.