Assessment and Reporting


Determining the Progress

Reporting is a process, not simply a format for a report card. It is made up of a number of practices which are applied ​regularly and routinely in a cyclic manner. Reporting involves a professional judgement made on a body of evidence about a student’s progress and achievement against the standards of the curriculum of each learning area. These indicate standards of typical development aligned with particular year levels. Reporting provides parents with a progress point along this framework as well as a statement of achievement that indicates whether progress is at the expected level, above or below it.



 The purpose of assessment and reporting differs for different phases of schooling:

  • reporting in the early years describes students’ learning and development against a continuum
  • reporting in the middle years (upper primary) describes individual student progress against the curriculum intent, for all students in the schooling process

In addition to these formal school reports, students in Years 3 and 5 take part in annual National Assessment Program Literacy and Numeracy (NAPLAN) testing. 

Reporting involves:

 Information Meetings
These are held at the beginning of each year. Teachers explain class routines and provide general information about the year’s programme.



​Parent/Teacher Interviews
These are conducted in Term 1 and 3 with all families at the invitation of the class teacher. Parents and teachers can request interviews at any time throughout the year by advance appointment, for the convenience of both parent and teacher.





A summative report is issued at the end of First and Second Semesters which provides information on student achievement and progress. Our reporting process is driven largely by Federal and State Government requirements, which include the use of a five point scale for reporting children’s achievement. This scale is used to indicate how well a student is achieving in relation to the Achievement Standards