Reporting about Student Progress and Achievement
The paramount objective of the board of St Joseph's School is to ensure that every student at the school is able to attain their highest possible standard in educational achievement (Education and Training Act, s 127). To meet the paramount objective, the board meets relevant supporting objectives about reporting on student progress. Requirements around reporting on the progress, achievement, and performance of students are also set out in section 165 of the Education and Training Act and the Education (School Boards) Regulations 2020 (s 21).
We ensure that all reporting complies with privacy requirements. Parents/Guardians are responsible for informing the school about any changes to who should be receiving progress and achievement information about their child. See Parent/Guardian Arrangements.
We report and share information about student progress and achievement in accordance with relevant legislation, regulations, and Ministry guidance, and in ways that are appropriate for and meet the needs of our school community.
The board, together with the principal and teaching staff:
- gives information about student performance to parents in a timely manner and in a form that is readily understandable (Education and Training Act, s 165)
- uses
good quality assessment or aromatawai information to report to each student and their parents on student progress and achievement: (Education and Training Act 2020, s 127; Education (School Boards) Regulations 2020 (s 21))Good quality, in relation to assessment or *aromatawai information, means that the information draws on a range of evidence to evaluate the progress and achievement of each student and build a comprehensive picture of that student’s learning – Education (School Boards) Regulations 2020 (s 21).
*Aromatawai is an assessment approach that is based on te ao Māori values, beliefs, and aspirations. This holistic approach takes into account the importance of the environment, culture, community, and individual and collective skills and knowledge in learning and teaching.
- at least twice a year
- in plain language
The Plain Language Act 2022 defines plain language as clear, concise, and well-organised language that is appropriate for the intended audience.
Using plain language involves being deliberate with the choice of language used so that the intended audience is able to make sense of the information. Writing in plain language may include keeping sentences and paragraphs short, using bullet points, grouping similar ideas together, avoiding technical terms (where it is not necessary), and summarising content where needed to convey important points.
See Tāhūrangi New Zealand Curriculum: Reporting to parents and whānau 
- including student progress and achievement information across the foundation curriculum statements and national performance measures
Foundation curriculum policy statements
These are statements of policy concerning teaching, learning, and assessment that underpin and give direction to:
- the way in which curriculum and assessment responsibilities are managed
- national curriculum statements and locally developed curricula.
The foundation curriculum policy statements provide direction for implementation of the national curriculum statements.
National curriculum statements
These are statements of:
- the areas of knowledge and understanding to be covered by students
- the skills to be developed by students
- desirable levels of knowledge, understanding, and skill to be achieved by students.
National performance measures
These are targets against which the performance of the board can be measured, including achievement measures within The New Zealand Curriculum or Te Marautanga o Aotearoa.
Education and Training Act 2020, s 90
Foundation Curriculum Policy Statements and National Curriculum Statements / Ngā Kaupapa Here Tauākī Tūāpapa Marautanga me ngā Tauākī Marautanga ā-Motu
- including student progress and achievement information in literacy and numeracy and/or te reo matatini and pāngarau.
We also inform parents about matters that are preventing or slowing the progress of their child at school, or harming their relationships with teachers or other students (Education and Training Act, s 103).
We report to our school community on the progress and achievement of students as a whole (as assessed against the foundation curriculum policy statements and national curriculum statements) and the progress and achievement of students whose needs have not yet been well met. See School Planning and Reporting.
We regularly review our reporting methods to ensure that they are accurate and consistent, and responsive to the needs of our school community.
The principal assures the board that the school meets all legislative and regulatory requirements for reporting on student progress and achievement. See Review Schedule and Board Assurances.
Related policies
Legislation
- Education and Training Act 2020
- Education (School Boards) Regulations 2020
Resources
: Term 4 2025, Term 3 2024, Term 1 2024, Term 3 2021, Term 3 2020
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