top of page

Reporting at Taupaki School 

We like to keep communication lines open, so if you would like to know any more about your child’s learning, please make an appointment to see the class teacher.

Term 1

We have a meet the teacher evening early in the term where you are introduced to our whole team as well as having the basics of classroom operations outlined.


Whānau meetings occur around the beginning of April. For these meetings you will help the teacher get to know your child by filling in background information and discussing goals for the year. The focus of these meetings is more about the key competencies. If you have specific questions it is best to ask the teachers for another time to discuss these. Bring the whole family, including your child. We are all part of their learning

Term 2

At the end of term two you will be given a mid-year report that will show you child’s curriculum level as compared to the school expectations, their next learning steps and the teacher and student self assessment concerning the key competencies.

Term 3

Student Led Conferences. This is a time to celebrate your child’s learning journey as they guide you through what they have achieved and identify their next learning steps. If you would like to speak to the teacher please make a separate time to meet.

Term 4

This is a summative statement of your child’s learning as compared to our school's expectations. Next steps are outlined and progress over the year is briefly discussed.

Student Led Conferences

‘If the focus is to be kept on learning, and the ownership of the learning with the child, then the best person to talk about the learning is the learner’... Absolum, (2006)

‘Self- reporting is [one] the most powerful indicator of student success in learning. Effective reporting systems will be ones where ‘student voice’ is an integral part of the reporting process.’ (Hattie, 2009)

Why are they important?

In most parent teacher conferences the student takes a passive role. As the students are the ones who are the centre of the learning then it seems logical that they should be actively involved in explaining their learning and setting their goals. This also means that they might have to identify possible barriers to their learning and take responsibility for these.


In providing this opportunity for a child to explain their learning it is hoped that this will enable continued conversations at home. Students can lead this conference in their preferred language.Parents are an important part of the learning triangle, this process enables them to become familiar with some of the assessment language that involves their children.

What will they look like?

Students get quite excited about sharing their work with their parents and plan for this several weeks in advance. Some students might work from a script to remind them to share all of their work.


The meeting is set up by the school and the teacher but the conversation is managed by the student.


There will be up to six other students and their families in the room at the same time, this promotes a more relaxed atmosphere and means that you can spend longer than the usual 15 minute conference time. These conferences can last up to 50 minutes.  Children will show you their books, talk about how they are going with their maths, reading and writing. They will also show you what they need to do next to support their next learning steps.

Your child might also show you around the classroom and point out their artwork, show you some  maths games and with older students their blog posts.

You might like to ask them questions about how they think they are going, if you still have questions please make an appointment to see the teacher at another time.


The Role of the Teacher

The teacher will be there to support the student if they need it. You are welcome to ask the teacher clarifying questions but if you need to have a deeper conversation about an issue it is best to make an appointment for another time.


The Role of the Parent

Be present for your child.

Try not to bring in other siblings, turn your smart phone off, take notes if you need to.

Your child will have spent time practising for this. If at the last minute you can’t attend, please make another time with the teacher.


Focus on Growth

Look for areas they have made improvements and encourage them to tell you how they are going to get to the next step.

You might notice things that you want to bring up with the teacher. It is best to let your child continue to share and to make another appointment to see the teacher if this is needed.

Prompts for your child

  • What were you learning to do in this piece of work?

  • What were you learning about here?

  • What were the steps you went through to learn this?

  • What helped you to learn this?

  • How do you know you have learnt this?

  • What do you need to learn next?

  • What are you most proud of? Why?

  • Can you share with me where you are in … reading / writing/ numeracy?

  • Which area of learning do you find easiest? Why?

  • Which area of learning do you find trickiest? Why?

  • What do you do in the classroom to help with your own learning? What do you do in the classroom that hinders your own learning?

  • What could we do together to help you with this learning?

bottom of page