2.3 NAG 2.3 Reporting on Progress

Updated: 9.8.2018

P & P No: 2.3

Reporting on Progress

  • Progress is reported in a number of different ways to various audiences.
  • Progress may be reported on for individuals, for a class or for the school as a whole. It can be done by the class teacher, Team Leader, Regional Manager, the Principal (or their delegated representative), or by the Board of Trustees. Progress may be reported to parents and caregivers, to the Board, the community as a whole, or to the Ministry of Education. However, individual information should only be released to legal guardians of the individual and should ony be done through Arahunga’s officially recognised teachers, adminstrators, and Arahunga’s official written channels of communication.
  • Reporting on the progress of individual students is generally done by the teacher to the parents in the form of reports, interviews, IEPs and IEP meetings. Written reports by teachers are required to be vetted by Team Leaders, and approved by Regional Managers. Support Staff are not authorised to report on student achievement in either written or verbal form with the exception of office staff when relaying information on behalf of teachers, Team Leaders, Regional Managers, or the Principal.
  • Reporting on class progress is done by the teacher to the Team Leader , who in turn reports this to the Regional Manager.
  • Reporting on Regional progress is done by the Regional Manager to the Principal and Board of Trustees.
  • Class progress is also reported to the community through Arahunga’s Termly Bulletin, which is collated by the office under advisement from the Team Leaders. Termly Bulletins must be approved by the appropriate Regional Manager before publication and distribution.
  • Reporting of school progress is done by the Board of Trutees to the community through its Annual Report and in general newsletter items and website publications. More specific information is reported to the Ministry of Education via the Strategic Plan, Charter and Analysis of Variance, all of which are submitted yearly.

Arahunga School Reports


to inform parents of student progress and achievement in relation to IEP goals and the class programme.


  • Reports should celebrate student’s successes and show clearly their progress to date and next learning steps in all areas of the New Zealand Curriculum.
  • Reports should comply with all legislations around reporting on student progress in relation to the the New Zealand Curriculum.

Parent Interviews

Purposes and Guidelines:

  • Parents are offered the opportunity for a formal parent teacher interview.
  • Parents can ask to discuss their student’s programmes and progress with the classroom teacher, or Team Leader, at any time during the year.
  • Individual Education Plans/ Meetings

Purpose and Guidelines:

The review of an IEP, and an IEP meeting is a further occasion for teachers to report on the progress made in specific IEP goals, and in the general school programme, these occur twice a year.

Termly Bulletin

Purposes and Guidelines:

  • The termly bulletin is designed to showcase student’s successes in learning. When proudly used by parents to show off student achievement, they reach a wider audience than other forms of reporting. As a learning community we encourage a number of copies to be sent home so that student’s successes can be celebrated by extended family and friends.
  • Student’s photos should only be used in the Termly Bulletin where parental permission for publication has been gained as this document can potentially have a very wide public audience.


Reporting Maori Achievement

Arahunga Special School and Outreach Service acknowledges the Treaty of Waitangi as our Nations founding document and aims to support all New Zealanders to become Treaty partners by acknowledging and respecting the care, welfare, safety and security of all students of all cultures and heritages.

As a Treaty partner, Arahunga Special School is focused on respecting and meeting the individual needs of students. One of the key methods of achieving this is through the IEP process and its focus on the needs of individual students. Also, through this process the progress of individual students is carefully tracked and monitored.

The achievement of students who identify as Maori will be used to inform both the individual and collective learning pathways of our students and to make resourcing recommendations so that every student has their opportunities to learn within their cultural preferences maximised.

Review schedule: Within 3 years

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