At Pigeon Mountain Primary School, we value the learning partnership we have with parents. Regular two-way communication between home and school is an essential part of the learning process.
Parents can make an appointment with the class teacher at any time during the year if they are concerned about their child.
At PMPS, we report to parents up to four times a year. We have 2 written reports and 2 three – way conferences a year.
Conferences will be held in June for the whole school and in September. Teachers of students in Years 1-3 will report on Inquiry, Health & P.E and the Arts during the mid-year conferences.
We have 2 reporting cycles
New entrant students are assessed within the first 2 weeks at school. A report of this assessment is sent home 2-4 weeks after starting school.
Anniversary and Update reports
Parents of students in Years 1-3 receive a written report on Reading, Writing and Maths and the PMPS Key Competencies every 20 weeks (2 terms).
20 weeks: Progress Update towards the first anniversary of starting school
40 weeks: First Anniversary report
60 weeks: Progress Update towards the second anniversary report
80 weeks: Second anniversary report
100 weeks: Progress Update towards the third anniversary report
120 weeks: Third anniversary report for students in Year 3- once students reach Year 4, they are reported against the end of Year 4 Expectations.
Parents of students in Years 4-6 receive 2 written reports a year – mid and end of year.
Mid Year Report– Year 4, 5, and 6
Students are assessed on Reading, Writing, Maths and the PMPS Key Competencies.
End of Year Report– Students are assessed in Reading, Writing, Maths, The Arts, Oral Language, Health and Physical Education and Inquiry.
How Will The Teacher Work Out Where Students Are At?
The teacher will continue to use many different assessment tools and use their overall judgement to find out where students are against the school’s expectations.
To find a student’s OTJ, teachers use:
- A range of assessment tools
- Observations of students working in the classroom
- Conversations with students about their learning
- Assessments of how students manage and evaluate their own learning
- Children’s assessment of their own and each others’ work
It is important to remember that as learners we start at different points and progress in our learning in different ways and at different rates from one another.
Some students will need more time and support to reach expectations. The focus must always be on students, teachers and parents working together to achieve each student’s next learning steps.