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
Collaborative goal setting with students, teachers and parents/whānau
  • 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
Evidence of learning in SeeSaw digital portfolios in the following areas:
  • Reading
  • ​Writing
  • Maths
  • Inquiry
  • Key Competencies
  • Provide clear and timely information about students’ progress and achievement towards valued 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
Learning goals are set, guided by curriculum documents and identified next steps
  • Parents/whānau can clearly see focus areas for learning in the foundation skills of Reading, Writing and Maths
​Term 1, Term 2, Term 3 & 4
Student-led Learning Conferences
  • Students take responsibility for reporting on their own progress in ways that strengthen their view of themselves as a learner
Term 2
End of year summary of progress
  • Parents/whānau receive a clear summary of progress and achievement in the foundation skills of Reading, Writing and Maths
Term 4

Reporting on wellbeing, school values and key competencies

​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.

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 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