Reporting to Parents
At Kaingaroa School we strive to educate the whole child; physically, emotionally, artistically and academically. We know that developing strong communication and working together will support your child on their learning journey. We report to parents twice a year in written form and believe this is a time where students, whanau, and teachers can celebrate progress and look forward to next learning steps. Teachers have used multiple sources of evidence from the classroom such as observations, classwork, and assessments to make an overall teacher judgement (OTJ) on your child’s achievement aligning to the New Zealand Curriculum Expectations.
In Years 1 - 2 reporting is based on your child’s entry to school. The expectations are the signposts for your child’s interim (after 6 months), and anniversary report (after one year), which will vary according to your child’s birthday.
For students in Years 3 - 8, reports are written for mid and end of the calendar year. We encourage all caregivers and parents to discuss this report at the three way conference. We have an open door policy at Kaingaroa School, so please contact your child’s teacher or myself, if you wish to further discuss any matters in relation to this report.
Parents/caregivers are welcome to request information, or a meeting with the teacher, at any time during the year. You need not wait for Student-Parent-Teacher Conferences which happen twice a year.
Beginning of Year Goal Setting
Teachers have an open door philosophy, should you like to discuss your child’s progress and goals. We plan opportunities for you to meet your child's teacher early in term 1.
Mid-Year Reporting / 6 Month Anniversary Reporting / End-Year Reporting
These reports contain detailed information on what children can do in the areas of Reading, Writing and Mathematics, and what they need to work on next. They also contain a statement about where each child is working in relation to the New Zealand Curriculum. We capture the essence of other curriculum areas in these reports. The report is followed a week later by Student-Parent-Teacher Conferences which is a crucial opportunity for you to discuss your child' learning. More information on conference time frames is found here.
This diagram shows how curriculum levels typically relate to years at school. Many students do not, however, fit this pattern. They include those with special learning needs, those who are gifted, and those who come from non- English-speaking backgrounds. Students learning an additional language are also unlikely to follow the suggested progression: level 1 is the entry level for those with no prior knowledge of the language being learned, regardless of their school year.