Reporting to Parents

Reporting to the school's community, Board of Trustees and the MOE

Reports to the Board of Trustees

  1. Are about student achievement across the school
  2. Reflect the school’s self review processes
  3. Include special reports – such as innovations, special projects, student books/displays, board requests

The Board will report to the school's community and the MOE on:

  1. The overall number and proportions of students at, above, below, and well below the National Standards.
  2. The number and proportions of Maori, Pasifika, male and female students at, above, below, and well below the National Standards.
  3. How students have progressed in relation to the National Standards.
  4. The school’s strengths, areas of improvement, and planned actions for lifting achievement.
  5. The way in which the Board uses school-wide data provided by the principal to create these reports.

Maraetai Beach School Reporting to Parents Timeline

  • Setting the scene
  • Defining needs-parental input, last report
  • Pupils strengths/weaknesses
  • Parental aspirations
  • Cementing a partnership
  • Pupil aspirations, strength/weaknesses and interests form to be filled in by parents. Results filed by staff.
  • Share achievement data
  • Outline the next learning steps (Reading, Writing, Mathematics)
  • Share learning goals
  • Define what the teacher will be doing/parents can do to support the achievement of goals
  • Assisting to create a home/school partnership
  • What have I achieved/not achieved to date?

  • What are my next learning steps?

  • What evidence do I have for my learning journey?

  • Are my parents aware of how I stand against the National Standards?

  • Teacher’s written summary of progress to date, including progress against the National standards

  • To support the Student Led Conference

  • Continued follow up with parents with a focus on those pupils identified as either below standard or at risk of being below standard by the end of the year.

  • Summary of child’s progress for year in all areas, including achievement against the National Standards

  • Future learning goals

  • Summary of achievements

  • Books-sent home on regular basis

  • Parent/Teacher initiated meetings

  • To provide another avenue for sharing learning & achievements

  • To share work in progress and completed

  • To share appropriate assessment rubrics

  • To help maintain an on-going dialogue

  • To consult over effectiveness of procedures, possible improvements



  • Inform parents as to progress, achievements, next learning steps, strengths and weaknesses of their child in a format which is clear simple and direct
  • Be regular
  • Be transparent
  • Be honest (parents want to know exactly where their children are at)
  • Be able to be understood by all (parents have a great deal of difficulty making sense of our ‘levels’, and dealing with the ‘teacher talk’)
  • Be relevant
  • Be based on sound data/evidence and formative assessment
  • Use a variety of tools and methods
  • Keep parents informed of child’s development and learning against National and School Standards and expectations
  • Be appropriate to 21st century education and not based on outdated models (we live in a sophisticated technological age where we have a great deal more ways in which information can be shared, without compromising the need for face-to-face interaction)
  • Be personalised