What NZ school reports must include: a plain language guide

New Zealand schools report on progress and achievement in plain language, in writing, at least twice a year. That is the short version. This guide unpacks what the Ministry of Education expects an NZ school report to cover, how NZC levels fit in, and what a compliant, whānau-friendly report looks like in practice.

What an NZ school report must cover

Since the National Administration Guidelines were retired and their requirements were rewritten into the Education and Training Act framework, the constant is the Ministry's plain language reporting expectation: boards must let parents and whānau know, in writing and at least twice a school year, how their child is progressing and achieving across the curriculum. In practice that means every report should:

• Report the breadth of the curriculum the student experienced – not just literacy and numeracy.
• Describe progress and achievement over time, against the New Zealand Curriculum levels (Years 1–10) or the qualifications the student is working towards (Years 11–13).
• Use plain language that whānau can understand on a single reading – no unexplained codes, acronyms or jargon.
• Reach every family, which for many schools means thinking about accessibility and, where needed, translation or support for families whose first language is not English.

Where NZC levels come in

The New Zealand Curriculum has eight levels across Years 1–13. Levels are progressive – students work within a level over roughly two years, so most reports describe achievement relative to the expected level for the student's year group:

• Level 1 – typically Years 1–2 (including New Entrants)
• Level 2 – typically Years 3–4
• Level 3 – typically Years 5–6
• Level 4 – typically Years 7–8
• Level 5 – typically Years 9–10
• Levels 6–8 – senior secondary, aligned to NCEA learning

A report that says a student is "working at the expected NZC level", then shows the evidence in plain language, meets both halves of the expectation: the curriculum reference and the clarity. Our NZC level comment examples page shows full comments written this way.

Progress: the half of the report schools forget

Achievement says where the student is; progress says how far they have come since the last report. Whānau consistently value the second half – a child working within Level 2 for a second year may still have made excellent progress. Strong reports describe both:

Twice a year is the floor – your reporting rhythm may be richer

Most schools report mid-year and end-of-year, and many add learning conversations, portfolio snapshots or real-time updates through systems like Hero (LINC-ED), EDGE, KAMAR or SchoolTalk. Whatever the channel, the written report remains the anchor: a plain language summary the whānau can keep.

Special cases the requirements name

English language learners

For ākonga learning English as an additional language, describe progress against the English Language Learning Progressions (ELLP) as well as curriculum learning – acknowledging the language journey, not just the NZC level.

Students with individual plans

For students working towards individualised goals, report progress against their Individual Education Plan (IEP) goals, maintaining connection to the curriculum where it is appropriate and meaningful for the student.

Senior secondary

Years 11–13 report against the standards and qualifications students are entered for. The NCEA Change Programme is transitioning senior secondary to new certificates with an A–E grading model – use the wording your school's reporting policy applies for the qualifications your students are working towards.

The curriculum refresh: what changes for reporting

The NZ Curriculum is being refreshed (Te Mātaiaho), with clearer year-by-year progressions in the restructured learning areas. Levels remain the reporting anchor while the refresh rolls out, but check the Ministry's refresh guidance for your learning area before referencing refreshed content – and keep reporting what you have evidence for.

A compliance checklist for your next reporting round

• Written report, plain language, provided at least twice this year.
• Progress and achievement across the curriculum, not just literacy and numeracy.
• Achievement described against NZC levels (or qualifications) using your school's wording.
• Progress since the last report is described.
• Every comment has evidence and one next step.
• ELLP progress acknowledged for English language learners.
• IEP goals referenced for students with individual plans.
• Reports are accessible to every whānau (format, language support where needed).

What good looks like, end to end

Curriculum reference – yes. Plain language – yes. Progress – yes. Evidence, next step, and a way for whānau to help – yes.