Summary

The first report brought together the key findings from Phase One of the project — the research phase. Three Auckland primary schools participated in the project and a round of talanoa (interviews) with Pasifika parents and students, senior leadership team members, teachers, and board of trustees members took place in each of those schools in mid-2013.

Participants shared views and experiences regarding relationships within the school and school community, Pasifika students' learning and progress, reporting processes, and the different roles that people may have in promoting and supporting learning.

The project findings are discussed in conjunction with key findings from a review of the relevant research literature.

The present report discusses findings from the second or development phase (Phase Two) of the project.

Throughout 2014 the project team worked with the three participating schools and their parent communities to further unpack the findings and feedback from Phase One. In particular, the aim for Phase Two was to help each school and its parents identify key activities for working effectively together to better support students' learning and progress. What was learned during 2014 and the processes involved are shared in this report.

It is expected that readers of the two project reports will find useful information and insights for developing improved and sustained relationships between schools and Pasifika parents, families and communities that are focused on student progress and achievement.

Readers will get a more in-depth understanding of how Pasifika parents view their engagement and relationships with their children's schools, and how schools themselves view these relationships.

The project team hopes that readers will find the recommendations and the set of tools included in this report a useful basis from which to address any challenges that they might be experiencing in their own school community in relation to reporting processes, and school and parental engagement about student learning.

Readers are encouraged to personalise the findings and strategies discussed in the reports to their own particular students, families and overall school and community context.