Reporting to Parents

Reporting to Parents

All Students will receive two written reports each year. Parents are welcome to contact their class teacher at any time during the school year should they have any concerns about their child. The best way to do this is to make an appointment to see the teacher either by e-mail or through the school office.

Our reports give an indication of where our students are based on the year they are in and the level of the curriculum they should be working in. This  diagram shows how curriculum levels typically relate to years at school. Many students do not, however, fit this pattern. They include those with  special learning needs, those who are gifted, and those who come from non-English speaking backgrounds. Students learning an additional language, (English), are also unlikely to follow the suggested progression. Level 1 is the entry-level for those with no prior knowledge of the language being learnt regardless of their school year.

Tauhoa School has decided that reporting to parents should be part of a discussion between both Pupils, Parents, and Teachers. Tauhoa School believes that face to face, kanohi ki te kanohi conversations allow for clear communication and enables our whānau to be actively part of our students’ learning and decisions about their progress. At our Parent, Pupil, and Teacher meetings everyone can discuss the student’s progress and also be part of the process to set goals for future learning.

This report format is part of this discussion. This, combined with the Parent, Pupil, Teacher meeting, will allow parents to have a clear understanding of where students are in relation to the curriculum.

The report also includes a comment regarding the student’s development of New Zealand Curriculum Key Competencies. People use these competencies to live, learn, work and contribute as active members of their communities. More complex than skills, the competencies draw knowledge, attitudes, and values in a way that leads to action. They do not stand alone. They are the key to learning and in every area. The development of these competencies is both an end in itself (a goal) and the means by which other ends are achieved.

Successful learners make use of these competencies in combination with all other resources available to them. These include personal goals, other people, community knowledge and values, cultural tools (language, symbols, and texts), and the knowledge and the skills found in different learning areas. As students develop these competencies, successful learners are also motivated to use them, recognising when and how to do so and why. They are critical elements to learning at Tauhoa School and meet our values as a school of doing your Tauhoa BEST.

Mid year Reports

An interim report will report on progress and achievement in relation to the relative levels of New Zealand Curriculum (2007) and will indicate how the teacher thinks that the student is progressing and achieving. The report will suggest next learning steps to support improved student success. This will include a students abilities relating to the key competencies.

Full Reports

A full report will report student success in relation to the relative levels of New Zealand Curriculum (2007) and will indicate how the teacher thinks that the student is progressing and their achievements. The report will suggest next learning steps to support improved student success. This will include a students abilities relating to the key competencies.

Sharing the Learning

Families will be invited to ‘Sharing the Learning’ afternoons in terms 2 and 3. This part of our assessment and reporting cycle reflects the New Zealand Curriculum which states that children are a part of effective assessment by, “being clear about what they can do and what they still need to learn” and “involving them as they discuss and reflect on their goals, strategies and progress with their teachers, their parents and one another.”

Parent  |  Teacher discussions

All parents will be offered a pupil/ parent/teacher discussion at the end of term 1 and at the beginning of term 3 to discuss progress reported in the mid year report. Students should not only attend but have a clear voice in the discussions about their learning.

Reporting cycle