Reporting to parents

The vision of The New Zealand Curriculum is for our young people to be confident, connected, actively involved, lifelong learners. The purpose of reporting is to provide information about a child’s learning, progress and achievement that can then be used to support further learning.

We believe

  • Learning success depends on a partnership between students, parents and teachers

  • Children are effective drivers of their own learning and an essential part of the reporting process

  • Students and whānau should have a clear understanding of where they are at and whether they require extra support or enrichment through our ‘no surprises’ approach 

Cycles of reporting

At Clarkville, reporting involves face-face meetings, cycles of collaborative goal setting and frequent evidence of progress and achievement.

Effective reporting practice

Purpose

When?

Connect Day to build relationships and share knowledge of the learner

  • Information sharing and reciprocal learning or ako

  • Parents/whānau share their expectations, their child’s interests, strengths and learning needs

Term 1 – first day of school year

Learning Conferences

  • Three-way sharing of progress and next steps between the student, parents and teachers

End of Term 2

Mid and end of year summary of progress

  • Parents/whānau can clearly see progress and achievement in the foundation skills of Reading, Writing and Maths for the year

​End of  Terms 2  & 4

Evidence of learning in Hero:

Each term

  • Literacy (Reading and Writing)

  • Maths

  • Inquiry 

  • Values (Years 1 – 6)

  • Leadership (Year 7 & 8) 

Annually:

  • Science

  • Digital Technologies

  • Provide clear and timely information about students’ progress and achievement towards learning outcomes across the curriculum

  • Students are clear about what they have learnt, which learning strategies were successful, what they need to focus on next and why it is important

  • Learning is celebrated by students, teachers and parents/whānau

Termly

Reporting on wellbeing, school values and leadership

Information about wellbeing is valued as part of understanding a child’s progress and achievement. Wellbeing refers to a child’s sense of belonging, their identity, language and culture, that they have good emotional and social skills and feel supported in their learning environment.

The teaching of our school values in line with the New Zealand Curriculum key competencies promotes student wellbeing. Students set and reflect on personal goals and these are reported in digital portfolios. Our Year 7&8 students reflect on their development of the Student Leadership practices.

Our School Values are:

  • Boldly me

  • Positive relationships

  • Agents of change

  • Experts at discovery

The New Zealand Curriculum key competencies are:

  • thinking

  • using language, symbols and text

  • managing self 

  • relating to others

  • participating and contributing

The Student Leadership practices (Years 7&8) are:

  • Model the way

  • Inspire a shared vision

  • Challenge the process

  • Enable others to act

  • Encourage the heart