Reporting on the Progress and Achievement of our students.


“We all progress at different rates and start from different places. Assessing and reporting on your child’s progress – not just their achievement – takes into account their starting point. It helps teachers and kaiako provide your child with the right learning opportunities and support. It also helps you know what progress your child is making and how you can support their learning.”

The Progress and Consistency Tool (PaCT)

The Progress and Consistency Tool (PaCT) is a tool designed to help teachers make consistent decisions about students' achievement that can be used to track progress in reading, writing, and mathematics. PaCT is an international first because it includes psychometrically calibrated measurement scales that are based on teachers' judgments of student achievement rather than direct assessments (testing) of the students themselves.

St Patrick’s started using PaCT in early 2017 in preparation for the removal of National Standards in 2018. During this time we have also been a PaCT lead school in Christchurch supporting schools throughout the Canterbury region to implement PaCT in their school environments.

The information and diagrams below will help you to read this report and gain an understanding of the curriculum level your child is working at in Reading, Writing and Mathematics.

The report comprises two main components:

  1. Progress chart: Your child’s progress in relation to both curriculum expectations and typical student progress and a projection of your child’s likely progress over the next year.
  2. Current achievement: Your child’s most recent achievement profile across the aspects of the PaCT reading, writing, or mathematics framework.

Progress Chart Explained

(1) This range shows your child’s current achievement in relation to the PaCT scale and a curriculum level. Each part of the PaCT scale is associated with a curriculum level (1a). In this example, the student is considered to be working within curriculum level 3 (1b). This means that their score indicates that they can be considered to have achieved at level 2 and are now working within curriculum level 3. Looking at the range in relation to the curriculum level you can get a sense of whether your child has just started working within the curriculum level or if they are close to moving to the next level.

(2) The black line indicates the expected curriculum progress. This is based on the assumption that each curriculum level takes two years of schooling. In this example, the report indicates the curriculum level that a year 3 student is expected to be working within (2a).

(3) This green line shows your child’s current progress and the dotted line predicts where they will be in a year if their progress stays the same. What do you notice about it? Is it going up, down or straight?

  • If the progress shows a decline, or that your child is not on track to catch up, what plans are in place to address this? How can you contribute?
  • If the progress shows continued improvement and that your child is on track to meet or catch up with expectations, we can keep doing what we doing, or with small changes to what we are doing we may be able to accelerate progress even more.

(4) This grey band shows how the middle 50% of students in New Zealand are achieving. How do the expectations compare with actual achievement? Where is your child’s achievement in relation to students of their year level across New Zealand?

  • Over time we see that the grey band tends to go lower in relation to the black curriculum line.

    Curriculum Achievement Explained

    (1) These are the aspects that need to be considered to get a comprehensive view of your child in reading, writing, or mathematics.

    (2) Each aspect is a progression comprising the significant signposts that all students are expected to move past as they develop their expertise. The different sized gaps between the signposts indicate that more learning is needed between some signposts than others.

    (3) These circles show your child’s current achievement on the aspects. Highlight any aspects which are strengths and any aspects that need more attention.


    Our PaCT Journey....

    Some students will have multiple symbols (I) - tracking their progress over time. Some of these marks may be very close together.

    As a lead school in PaCT, St Patrick’s has been involved in professional learning around making judgements, and as a result, there were times in previous years that multiple judgements were made.

    As we have moved through our PaCT journey, our judgements are becoming more robust and there may be some jumps in their level of achievement.