Student Progress Reports


REPORTING:

At Chelsea Heights Primary School we value the relationship between home and school and hope that our reporting system will:
  • Be simple to read and interpret with clear visuals
  • Be timely, allowing for regular conversations or intervention
  • Open conversations between you and child about their effort, behaviour and academic achievement
  • Highlight your child’s effort and learning behaviours as well as their academic achievement

Throughout the year, Parents/Guardians will have access to:
  • 4 progress reports, one in the middle of each term
  • 2 semester reports, one at the end of each semester
  • 2 formal parent teacher interviews, middle to end of term 1, beginning to middle of term 3 (as well as the informal communication that is always available face to face, via email or through appointments with teachers)
                                                                                   
REPORTS IN MORE DETAIL:

Progress Reports:

Progress reports will be available to families four times a year, one for every term. These reports are designed to give you regular updates on your child’s performance in their academic achievement, effort and behaviour in different units of work, in the form of a graph.

Progress reports differ from the end of semester reports:
  • They provide a ‘snapshot’ about how your child is performing in key units of work, rather than against the whole curriculum in each learning area.
  • They will show your child’s progress as graphs rather than comments.
  • You will be able to see your child’s progress in different units of work tracked over an entire year.
  • You will be provided with the key skills/goals in each unit that teachers are reporting against.
Progress reports will be given in the following areas: Reading, Writing, Speaking & Listening, Number & Algebra as well as effort and behaviour for specialist subjects; Performing Arts, Visual Art, Physical Education, Digital Technologies and Japanese.

We hope that progress reports spark conversation about your child’s learning – between parents/carers, children and their teachers.

Effort and Behaviour:
As a school we see the importance of high student effort and positive behaviour in the classroom and how this affects their learning. The progress reports really highlight these two areas and open the discussion between you and your child. At Chelsea Heights Primary School teachers encourage and assist children to be their own boss whether it’s of their behaviour, effort or learning. We have developed a matrix to further explain effort and behaviour to inform teacher judgment and support conversations at home.
Here are some examples of different progress reports, how to read them and conversations that might come from them.

How to read Progress Reports:
At the top of each of the graphs you will see the curriculum area, e.g. Speaking and Listening. You will also see the term it was marked and can compare your child’s results each term as the year progresses. For all units it will have the goals that the year level focused on for these assessments, remembering that this is a ‘snapshot’ of your child’s achievement rather than a progression point like in the semester reports.

Key:
Black Dot: Academic Achievement
(E): Effort bar graph
(B): Behaviour bar graph
Red: Well Below
Orange: Below
Light Green: At Level
Dark Green: Above
Blue: Well Above



Parent Teacher Interviews:

Parent Teacher Interviews will be held twice a year, in Term 1 and Term 3.

The Term 1 interviews will give you a chance to discuss how your child has settled in to their new year level, talk about their progress report and possible areas that need to be a focus moving forward. These interviews will also allow you to clarify any aspects of interpreting your child’s progress report and their format. Information about how to book this appointment with your child’s classroom teacher will be sent home via SMS closer to the time.

The interviews held in Term 3 will be a chance to discuss your child’s overall progress across the different curriculum areas, using both progress and semester reports and discussing what will be a focus moving forward for your child across the curriculum.

Semester Reports:

Semester reports will be available twice a year to families and sent out at the end of Term 2 and Term 4.

These reports will show your child’s academic achievement over the whole curriculum in the different learning areas for the semester, in the form of a progression point chart. They will also show year to year progress, as they have in previous reports. Semester reports will also contain a general comment by teachers that covers, but it is not limited to, your child’s effort, attitude, how they work with peers, organise themselves and progress in the different curriculum areas.

Below are examples of the Effort and Behaviour Matrix to inform families on what students will be marked against.