Effective communication, between you and the school, about your child’s learning journey ensures continued success. To facilitate this process, we offer a range of opportunities to discuss the progress of your child’s learning, identify areas for growth, and celebrate their achievements.


Frequent feedback from teacher to student enables reflection and further refinement of skills and understandings supporting student learning and teacher planning. These take place regularly throughout the year.

These conferences occur formally at the start of each year and then as needed throughout the year. They are designed to give information about the student’s progress and needs, answer parent questions and inform parents about the school’s programme. Parents are given the opportunity to provide information about the cultural context of the student’s learning. Please feel free to arrange a teacher-parent conference at any time throughout the year.

The student is responsible for leading these conferences using different learning situations and work samples that have been previously discussed and prepared with the teacher. The student identifies strengths and areas for improvement. Students love the opportunity to share their learning from each unit of inquiry, with their parents, at various times throughout the year.

Involve the student discussing their learning and understanding with their parents and teacher, who are responsible for supporting the student through this process. Students reflect upon work samples, products and performances they have chosen with guidance from their teacher. Student, teacher and parents collaborate to establish and identify student’s strengths and areas for improvement. This may lead to the setting of new goals, with all determining how they can support the achievement of these goals. Three-way conferences are held following the written report in June.

The Written Report:
Determination of grading levels for formal reporting purposes will reflect student performances on summative assessment tasks. Student grades will reflect their most consistent level of achievement, usually their most recent level of achievement at the time of reporting. Teachers work collaboratively to determine achievement levels and to establish exemplars. Written reports are distributed in June and December of each year, along with student portfolios.