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Why report to parents and whānau?

Parents and teacher

Schools report to parents and whānau for two key reasons.

  • Parents and whānau are key stakeholders in education and as such they expect meaningful information about their child’s progress and achievement in relation to learning entitlements set out in the New Zealand Curriculum.
  • Parents, families, whānau, and wider community have a valuable role to play in supporting their children’s learning at and beyond school.

Effective reporting of student/ākonga progress and achievement across the curriculum requires more than one-way transmission of information from teacher or student to parent. It requires meaningful, ongoing information sharing processes where the roles and expectations of students/ākonga, teachers, parents, whānau, and the wider community are clear.

The table below summarises the key differences between one-way reporting and information sharing that informs student/ākonga learning across the curriculum.

One-way reporting of achievement Information sharing that informs learning
  • Teachers report to parents what their children have learnt or achieved.
  • Students/ākonga, parents, whānau, and teachers share and understand information about children’s progress and achievement.
  • Focused on describing successes and failures.
  • Focused on describing what learning and progress has occurred.
  • Accurate labelling is the key purpose.
  • Ongoing learning (by students/ākonga, parents and teachers) is the key purpose.
  • Once or twice a year only.
  • Continuous and timely with key times for more formal evaluation.
  • From school to parent.
  • Multi-layered and multi-directional with students/ākonga, parent, whānau, teacher, community.
  • Essentially a one-way message. Take it or leave it.
  • Collaborating and co-constructing meaning and the way forward.
  • Reports sent home on paper.
  • Technologies support two way information flows and the quality and the richness of the information.