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Feedback from schools

A review process of the new reporting resources was carried out with a number of schools.

Schools that reviewed the materials found them useful and easy to follow. They believed that the materials signalled a desirable paradigm shift in reporting to parents. In particular, the following aspects of the materials were highly valued by schools:

  • The principles were seen as clear and appropriate.
  • Examples illustrating what parents can do at home were seen as useful for either school reports or school newsletters.
  • National Standards (archived) clarifications were welcomed, considered ‘overdue’ and seen as clear and useful for both teachers and parents.
  • The information sharing process diagram was seen as ‘helpful’ and ‘well constructed’.
  • The example of key competencies reporting was seen as useful.

The quotes below provide a flavour of the positive feedback from schools.

  • Overall I thought the documents were really good. I like the focus on learning as opposed to just achievement. Good quotes. Good examples. I think the documents are useful for all stakeholders in a school. They are easy to read, informative and clear.
  • I love the idea of the reporting against the standards as a postcard or insert and your clarification about the misconceptions is particularly helpful. We have reported at, above, below to parents thinking we had to – likewise have struck the problem of working towards language not being satisfactory to parents, so your ideas here are great.
  • Wow! This is a fabulous resource and very helpful.
  • As I was reading through these documents my head was nodding as I thought this is what exemplary schools try to achieve for their clients.
  • I like the language of best fit against year standard as opposed to at and above etc. This is clearly a trap that many have fallen into.
  • I can see the framework is going to be incredibly useful for schools. I see it as a great way to get teachers thinking about how we engage whānau and work in partnership to information share in a valuable way.
  • The reports are really helpful – guides are clear – great to see progress clearly displayed. The report examples will be a valuable resource to use with management / staff / BOT. They can be used to help achieve greater consistency e.g eliminate entrenched/personal views.
  • Your framing around moving from one way reporting to information sharing is powerful. You have captured this really well. That is a huge mind frame shift for educators and parents. There has been a long history of doing to parents and parents waiting for it to happen to them. The principles are powerful - I really like them.
  • I agree that the well below wording is demotivating, as might be describing a year 7's achievement as achieving at year 5. Clearly there is a need for a more fine-grained reporting structure. At the moment we are not well set up for this with all learners receiving the same style report.
  • I think that the use of graphics is really useful. I like the examples that show shift, the Key Competencies report, and the things that help me learn at home section.
  • I really like what you have put together. The way you have described the shift from a traditional to an information- sharing model is really good, with clear principles underpinning it.
  • I really like the suggested wording: beginning to achieve aspects of the next Standard (archived) or that they are close to achieving a standard or if it is mid year, that they are on track to meet. A trap many schools have fallen into is that of attempting to extrapolate a mid point between the standards to provide something to report against. You make the point very clear that the interim report is about how are they going in relation to the end of year standard and you provide clear direction about what "above the Standard" means. The comment about the standard not being a band with blurry edges is also well made.
  • The importance of showing shift has really come through in these materials, along with the need to differentiate reporting structures.