Bayswater School is taking a pragmatic approach to the new legislation, asking ourselves how we can fulfil the legal requirements in ways which best serve the interests of our children and our community.  So much recent research indicates that there are three key areas which affect learning outcomes for students.  These are: relationships, motivation and self efficacy (ie the belief in one's own ability to learn and improve).  We must take care to promote all of these, whilst still reporting on progress and achievement against a National Standard. 

Children need to feel that they can learn and are capable of improvement.  They need to feel successful so that they are motivated to continue to try their hardest.  As parents and teachers, we always need to remember to celebrate children's successes, regardless of whether these successes are above, at or below the National Standard.  That way, children's self efficacy, motivation, their relationships with us and ultimately their learning, will flourish. 

Staff report on children's progress and achievement in relation to National Standards, twice a year. 

Data Gathering
The data which the teacher/s use to make an overall judgement about children's progress and achievement is gathered using a variety of techniques and from a variety of sources.  Data gathering methods include the teacher's observations of children's learning in class time, for example in guided reading and strategy group time in maths.  The teacher also looks at children's independent learning, for example writing in their books or completed worksheets.  Formal test results also contribute to the teacher's judgements, for example the results of children's six year net, running records, maths assessments, criterion-referenced and norm-referenced pencil and paper tests. 

When all of these different types of information have been collected by the teacher, they are discussed with other teachers to ensure consistency.  Only after this careful consideration of all the evidence, is a judgement made. 

A Snapshot in Time
Although the evidence is carefully collected and considered, it must be remembered that this is just a snapshot in time.  Just as some children grow faster or slower than others, it is important to remember that children learn at their own pace too.  Like growing, they do not develop along a smooth curve, but rather in spurts and plateaux. 

Of course, learning the basics of reading, writing and maths is fundamentally important and it is quite right that children and their families should be well informed and knowledgeable about progress and achievement in these areas.  But, we all know that the complexities of our wonderful children's learning go far beyond this.  We should bear in mind what Albert Einstein said, "Everything that can be counted does not necessarily count; everything that counts cannot necessarily be counted".

For further information from the Ministry of Education, click on the link below:

http://www.minedu.govt.nz/Parents/YourChild/ProgressAndAchievement/
NationalStandards.aspx

Download the National Standards Report Form