It is a government requirement that we assess and report progress & achievement of students against the National Standards.

National Standards are aspirational goals that have been set by the Ministry of Education. Goals imply that all students learn at the same rate however the Ministry of Education acknowledges that each individual will have a different rate of learning.

They have not been aligned with national average performance especially in years 1-3

Our reports at the beginning of the year were based on national averages rather than the National Standards.

These reports are relevant to the individual student. Students start at different points and progress in their learning in different ways and at different rates from one another.

The reports seek to further develop the partnership involving the teacher, the student and the student’s parents, family & whanau, so that all partners can be active in promoting student learning.

All reports must be read with the following in mind:

  • They indicate progress towards achieving the National Standards.

Report Cycle: Year 1-3: The summative date for achieving is timed around students birthdays, not the calendar year, in years 1-3. This is how the standards have been written – against “Time at school”.

Birthday term

Summative report

Interim report

(After 2, 6 or 10 terms)

Summative reports
Term 1 Term 3 Term 1 following year
Term 2 Term 4 Term 2 following year
Term 3 Term 1 Term 3 following year
Term 4 Term 2 Term 4 following year

Report Cycle: Year 4-6: The summative date for achieving is the end of the school calendar year in years 4-6. This is similar to what we have now except our term 1 report has been moved to term 2.

Year 4 Mid year Interim report End year Summative report
Year 5 Mid year Interim report End year Summative report
Year 6 Mid year Interim report End year Summative report


  • Progress against the National Standards is determined by teachers using a wide range of assessment practices, and moderated against year groups to ensure both consistency and accuracy. Overall teacher judgements have been based on evidence collected over a period of time, derived from results from assessment tools, observations & classroom interactions.
  • Each year group report has a slight variation to reflect current practice within the respective group, age and maturity of the pupils and their ability to clearly articulate their learning journey.
  • The reports should be read in conjunction with the Reading, Writing and Mathematics student’s progress grids. These grids will be used to show progress over time.
  • National Standards address the overall purpose of Reading, Writing and Mathematics in learning. They do not distinguish all the items of knowledge or specific skills and attitudes that student’s use as they read, write and compute.