‚ÄčTeachers use formative assessment throughout the year, looking at class work as a whole and individual work, to make decisions as to curriculum delivery.

They use a variety of summative assessment techniques e.g. criteria sheets, rubrics, checklists, anecdotal records, teacher observation, self and peer assessment, to help them determine achievement on particular tasks and pieces of work.

At reporting time, teachers step back and look at a collection of pieces of work by a particular student and make a judgement as to the level of achievement. This is measured on a five point scale, with the most common being 'Working at Expected Level'. Students achieve more highly in some areas, and some students achieve highly in most areas. Some are working below the expected level in some or most areas, and the report card reflects this.

The Achievement Standards for the Key Learning Areas are the guide in determining the expected level. Written reports are issued to parents at the end of each semester.

Parents are invited to parent teacher interviews at the end of term 1, once teachers know the children and at what level they are working. This is an opportunity for students, teachers and parents to set goals and identify how they will together best progress the learning for this student.

Parents who would like to meet with a teacher at another time are invited to make an appointment either through the school office, or via the teacher's email.