Reporting to Parents

Reporting to Parents at Manuka Primary School

At Manuka Primary School we spent 2010 coming to grips with the introduction of the National Standards.  This involved professional development for the management team that was then rolled out to the staff.  The professional development we undertook and the changes implemented as a result can be seen in our new report format and the supporting information we have developed as a whole school community. 

Please feel free to share the professional development journey undertaken by our staff over the last 12 months, including the parent workshop information and consultation process by clicking the link at the bottom of the page.

The purpose of the reporting process is to:

• Give teachers and students the opportunity to share progress and achievement in formal and informal settings
• Allow parents and whanau to gain insights into their children’s achievement and progress and request any further information or clarification they need
• Enable teachers and parents to work together to support the children’s learning both in school and at home

The Statutory obligations that school are required to meet are the National Administrations Guideline 2A:

Where a school has students enrolled in years 1-8, the Board of Trustees, with the principal and teaching staff, is required to use National Standards to:

(a)   Report to students and their parents on the student’s progress and achievement in relation to National Standards.  Reporting to parents in plain language in writing must be at least twice a year.

Manuka’s 2011 Reporting Cycle:

We will be reporting against the National Standards in writing and via 3-Way Interviews twice through the school year.  The written reports were formed through in-depth parent and staff consultation.  Parents will be surveyed early in the school year to ascertain the effectiveness of the report - were they informative and easy to read?

Our 3-Way Interview process has developed significantly over the last 3 years. We focus on the following points:

• The children leading their own interviews in the Senior Learning Community
• The children actively sharing work and answering their parents questions in the Junior Learning Community
• The teachers being in a support position, to answer any questions the parents may have in regards to their child’s learning and next steps
• The parents actively support their child through questioning them about their learning and targets
• The teachers, parents and children plan next steps and goals together, including how the children can be supported in their learning at home

2011 Reporting Cycle

National Standards Expecations Chart (100 KB)

National Standards Expectation Chart