Reporting to parents and whānau#

As schools work to implement the new reporting to parents and whānau guidance, we wanted to highlight the additional considerations for students learning English as an additional language.

This information, along with guidance on what this looks like in practice and example report comments, can be found on pages 20-23 of the 'Reporting to Parents Full Guidance'.

Reporting to Parents Full Guidance – Tāhūrangi

Using English Language Learning Progressions (ELLP) in reporting#

Students learning English as an additional language may demonstrate curriculum proficiency while developing their English language competence. Using supports including first language to access or demonstrate their learning should not automatically place them at an ‘Emerging’ or ‘Developing’ stage.

English language learners (ELLs) may have well-developed cognitive abilities and prior educational experiences that are not immediately evident through their English proficiency. For example, a student entering Year 9 with limited English may have already studied the relevant Mathematics and Statistics curriculum content in their previous schooling but could struggle to express their knowledge due to language barriers.

The English language learning needs of ELLs should be met alongside curriculum learning needs as part of teachers’ regular teaching practice. Reference to the student’s progress in learning English should be reported alongside their curriculum progress. The ELLP provides a clear framework for understanding language development across listening, speaking, reading, and writing. The ELLP Stage for each corresponding language mode can be referenced in the narrative section of the report to parents and whānau.

Further commentary should include the English language progress that has been made, the relationship between the student’s ELLP stage and their ability to access the language of the curriculum, and language learning specific strategies the student uses to support their learning.

Phonics checks - Guidance for schools#

Just a reminder that the phonics checks school guidance handbook explores ways of addressing possible barriers that the standard test can present for students learning English as an additional language.

Phonics Checks school guidance handbook [PDF, 906KB]

Sharing the power: Building an inclusive calendar in your classroom or school#

"Know your learner", the first principle of effective ESOL pedagogy, means taking time to understand the everyday lives of our students:

• their interests
• experiences, and
• preferred ways of learning.

It also involves getting to know the cultural and collective practices that shape who they are. One practical way to do this is by creating a shared calendar of significant days in the classroom, or across the school. This approach supports an inclusive, respectful and empathetic environment.

Know your learner: First principle of effective ESOL pedagogy – Tāhūrangi

When teachers and students work together to build an inclusive classroom calendar for the year, opportunities naturally open up for deeper learning, empathy, care, understanding and aroha. The calendar becomes much more than a tool for organising class or school events. It creates space for students to share what matters to them and to have a genuine voice in the classroom. Days of cultural significance are introduced and explained by those who know them best, allowing students to take on leadership roles and share their expertise. Over time, everyone has a chance to lead learning, and power is shared more equitably within the classroom.

As the calendar is used throughout the year, learning becomes more meaningful and relevant. Students come to know one another better, and relationships are strengthened through shared experiences and understanding.

Creating an inclusive calendar is not a one-off activity. Treat it as a living document, one that is revisited, used regularly, and adapted as the year unfolds.

There is no need to start from scratch. Using an existing calendar template, for example the Inclusive calendar 2026 on Save the Children NZ or the diversity calendar the diversity calendar, can be a helpful starting point. Ideally, choose one designed for the New Zealand context, adding days that are significant to your class or school community.

Inclusive calendar 2026 – Save the Children NZ

Diversity calendar – Workplace inclusion

Parent Portal: Information to share with families#

Did you know that the Ministry of Education's Parent Portal is a helpful way to keep whānau informed and connected with school learning? This portal provides trusted, up‑to‑date information and optional resources that families can explore to support learning at home.

Feel free to share the following link below via the school portal or other communications channels to help families stay informed and engaged.

Parent Portal

Heads up: World Refugee Day and Refugee Week 2026#

World Refugee Day is coming up on 20 June. This international day recognises the strength and courage of refugees who have been forced to leave their homes due to conflict or persecution.

In addition to the international day, Refugee Week 2026 will take place from 15 to 21 June 2026. Note the dates and take the opportunity to explore learning ideas or local events that promote understanding and inclusion.

Find out more:

UNHCR – World Refugee Day resources

For specific event details closer to 20 June 2026, check with organisations such as the New Zealand Red Cross and Immigration New Zealand.

New Zealand Red Cross

Immigration New Zealand

A glimpse into culture through stories#

Filipino Folktale: The Pineapple Legend (Alamat ng Pinya).

Pinya is a legend from the Filipino’s cultural heritage about how the pineapple fruit came to be. Pinya is the Tagalog word for pineapple. This folktale has been passed down through generations in Filipino families. It is about a lazy girl who did not help her hardworking mother. Her excuse was that she was unable to find the objects for the task. The mother wished her daughter to have one thousand eyes so she could see and find anything. The daughter was transformed into the pineapple fruit with many 'eyes', the small, brown, circular spots remaining on the fruit's surface after peeling. The story conveys deep wisdom about patience, diligence, responsibility, and consequences.