Reporting about Ākonga Progress and Achievement
The paramount objective of the poari matua of Paparoa Street School is to ensure that every ākonga at the kura is able to attain their highest possible standard in educational achievement (Education and Training Act, s 127). To meet the paramount objective, the poari matua meets relevant supporting objectives about reporting on ākonga progress. Requirements around reporting on the progress, achievement, and performance of ākonga 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 kura about any changes to who should be receiving progress and achievement information about their tamaiti. See Parent/Guardian Arrangements.
We report and share information about ākonga 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 kura community.
The poari matua, together with the tumuaki and teaching kaimahi:
- gives information about ākonga 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 ākonga and their parents on ākonga 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 ākonga and build a comprehensive picture of that student’s learning – Education (Kura 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 ākonga 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 ākonga
- the skills to be developed by ākonga
- desirable levels of knowledge, understanding, and skill to be achieved by ākonga.
National performance measures
These are targets against which the performance of the poari matua 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 ākonga 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 tamaiti at kura, or harming their relationships with kaiako or other ākonga (Education and Training Act, s 103).
We report to our kura community on the progress and achievement of ākonga as a whole (as assessed against the foundation curriculum policy statements and national curriculum statements) and the progress and achievement of ākonga 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 kura community.
The tumuaki assures the poari matua that the kura meets all legislative and regulatory requirements for reporting on ākonga progress and achievement. See Review Schedule and Poari Matua 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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