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Reporting to parents

Reporting advice for K–6

Essential requirements, practical considerations and suggested examples to support reporting on English and mathematics to parents and carers.

Understanding the mandated requirements when reporting to parents, as well as considerations specific to the key learning area of English and mathematics, is essential.

Effectively applying this knowledge helps strike the right balance between providing parents and carers with valuable insights into their child’s learning and maintaining a manageable workload for teachers.

Considerations for reporting

This guidance breaks down the essential requirements and practical considerations for reporting.

Guidance for reporting K–6
Reporting must Considerations
Meet departmental requirements Consult the Curriculum planning and programming, assessing and reporting to parents K–12 policy and Curriculum Policy Standards (PDF 205 KB) to guide decision-making when reporting.
Reflect on outcomes taught and assessed from the NSW English K–10 Syllabus and NSW Mathematics K–10 Syllabus
  • It is unnecessary to report on all syllabus focus areas or outcomes in every reporting period.
  • All focus areas and outcomes must be taught and assessed by the end of each stage, ensuring that students have sufficient opportunities to demonstrate achievement.
For further details, see NESA’s advice for Reporting and Using Grades.
Include a single grade using the 5-point achievement scale (A–E) or word equivalent (Outstanding–Limited) for students in Years 1 to 10
  • For Kindergarten, there is no formal requirement to provide a grade. Doing so is a school-based decision. Reporting describes how well a Kindergarten child’s achievement compares with syllabus standards through teacher comments (see policy standards – 3.2.1).
  • For EAL/D students, report on the overall EAL/D progression phase (see policy standards – 3.2.4).
  • For students whose learning is impacted by disability and whose learning program is based on syllabus outcomes different from the age/stage of their peers, indicate achievement against a personalised learning program (see policy standards – 3.2.5).

To learn more, see NESA’s advice for Reporting and Using Grades.
Provide a single, subject-specific teacher comment that identifies student strength and areas for further development
  • Focus the teacher comment on the content that was taught and assessed during the reporting period.
  • Acknowledge that students often demonstrate varying levels of achievement within each key learning area and ensure that such distinctions are clearly reflected in the teacher comment.

Reporting on English

These examples illustrate some optional ways schools may structure reporting on English from Kindergarten to Year 6.

Reporting on mathematics

These examples illustrate some optional ways schools may structure reporting on mathematics from Kindergarten to Year 6.

Category:

  • Teaching and learning

Topics:

  • All primary schools
  • Classroom teachers
  • Early Stage 1
  • English
  • Mathematics
  • Principals and school leaders
  • Reporting and performance
  • Stage 1
  • Stage 2
  • Stage 3
  • Teaching and learning
  • Web page

Business Unit:

  • Curriculum and Reform
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