New NZ School Reports: What Parents Need to Know About Progress Updates

New National Reporting Framework for Student Progress Rolled Out

A new national reporting framework for student achievement is being implemented across New Zealand primary and intermediate schools, beginning this term. The changes aim to provide parents with standardized updates on their children’s progress in reading, writing, and maths, regardless of which school they attend.

Education Minister Erica Stanford announced the changes, which will see parents receive reports using five progress descriptors: Emerging, Developing, Consolidating, Proficient, and Exceeding. These reports will include an explanation of why a particular descriptor was chosen and guidance on how parents can support their child’s future learning.

In addition to the progress descriptors, parents will also receive information on student attendance and phonics achievement. According to Stanford, the new system addresses a long-standing lack of consistent and reliable information about student progress.

“For too long, New Zealand has lacked consistent, reliable information on how students are progressing in the basics,” Stanford said. “The Education Review Office and Assessment Institute have been clear that without nationally consistent assessment and reporting, parents can be left without information they need, and the system cannot respond early when children need support.”

Stanford emphasized that the framework delivers “clarity” for parents, enabling them to understand their child’s progress over time and actively participate in their learning journey.

Concerns Raised Over Implementation Speed

The rollout of the new assessment tool has not been without criticism. Stephanie Madden, chairperson of NZEI Te Riu Roa Principal’s Council, described the introduction as “rushed” and questioned its readiness.

“Teachers want to ensure they can continue using a range of tools that are fit for purpose for our curriculum, appropriate for our context in Aotearoa, and provide both teachers and parents with useful information to inform future learning,” Madden said. She also expressed concerns about the overuse of standardized assessments for young learners and the need for robust data privacy guarantees to prevent the creation of school league tables.

The Government maintains that the new reporting framework is a direct response to expert advice and existing concerns regarding assessment and reporting practices.

Twice-Yearly Progress Check-Ins for Years 3-8

Alongside the new reporting framework, students in Years 3-8 will participate in twice-yearly progress check-ins in reading, writing, and maths. These check-ins will utilize specified tools and align with mid-year and end-of-year reporting, providing parents with a more continuous view of their child’s academic trajectory.

Schools have been given a choice of tools for these progress check-ins: SMART (Student Monitoring, Assessment and Reporting Tool), PATs (Progressive Achievement Tests), and e-asTTle. Stanford clarified that the SMART tool is intended to be a “low-stakes, light-touch” method of supporting consistent assessment and will not replace teacher judgment.

“Teachers will continue to use their professional expertise, drawing on classroom work, observations and assessments,” Stanford said. “These tools support that judgement and help ensure parents receive clear, consistent information.”

The Ministry of Education has provided schools and kura with resources to facilitate the implementation of these changes, including information sheets and guidance documents. Webinars and videos are expected to be available by the end of March.

“These changes ensure parents are better informed, teachers are supported, and students get help earlier when they need it. That is how we lift achievement and ensure every child can reach their potential,” Stanford concluded. “I wish all students and teachers the very best as they return to school this year.”