Please select the questions that are most relevant and reword them as necessary. Depending on the needs of your students, you could provide the option to answer the questions orally, written, online, or in different languages. 

• How do your parents and whānau and your teacher communicate with each other? Which ways work best? Why? 
• Can you talk about your learning at school with your teacher? What makes it easy or difficult? 
• Can you talk about your learning at school with your parents at home? What makes it easy or difficult? 
• How often do your parents and your teacher talk to each other and to you? 
• What do you and your parents and teacher discuss together (for example, your health, happiness, and learning at home and at school)? 
• Are there any topics that you think should be covered at school that you, your whānau or community could help others learn about? 
• Do the tasks that your teacher asks you to do make sense to you and connect to what you know? Do they challenge you and make you think? 
• Do you have homework to do? If so, how are you helped with this at home? 
• Do you or your parents and whānau tell the teacher when something makes it easier or harder for you to do your homework or your schoolwork? 
• Does your whānau give the school help or information? If so, how does this improve learning for you or for other students? 
• Does your school have parent-teacher meetings? If so, what do you think they are for? Are they useful? Why or why not? 
• Does your school have fundraising activities that your whānau helps with or comes to? If so, does your whānau enjoy these activities? Why or why not? 
• How does your teacher report to you and your parents or whānau about your learning? Does this way of reporting help you in your learning? Whyor why not? 

Please select the questions that are most relevant and reword them as necessary. Depending on the needs of your community, you could provide the option to answer the questions orally, written, online, or in different languages. 

• What do you like about the way the school communicates with you? 
• What changes would you like the school to make in how it communicates with you? 
• Can you talk with your child about what he/she is learning at school? What makes it easy or difficult? 
• Can you talk about what your child is learning at school with their teacher? What makes it easy or difficult? 
• What might your child's teacher know about your child that you don't know? How could this knowledge help you as a parent? 
• What do you know about your child that your child's teacher doesn't know? How could this knowledge help the teacher? 
• How often do you and the teacher discuss your child's health, happiness, and learning at home and at school? Would you like more opportunities for this? Why or why not? 
• How do teachers support you to understand the school curriculum? 
• Does your child's learning challenge him/her intellectually? 
• Does your child's learning relate to their culture and prior knowledge? 
• Are there any topics or themes that you think should be taught at school that you, your child, or your community could help with? 
• Does your child have homework to do? If so, how do you support this? 
• Can you talk to the teacher about things that make it easier or harder for your child to do their homework or their schoolwork? Why or why not? 
• Does your family and community give the school help or information? If so, how does this improve learning for the students? How does it affect your relationship with the school? 
• Does your child's school have parent-teacher meetings? If so, what should they be for? Are they useful? Why or why not? 
• Does your school have fundraising activities that involves your family and community? Does your family enjoy these activities? Why or why not? 
• How does your teacher report to you and your child about your child's learning? Does this way of reporting enable you to help your child learn more? Why or why not? 

Please select the questions that are most relevant and reword them as necessary. These questions could be answered orally, written, online, or in different languages. 

• What changes would you like the school to make in the ways it communicates with parents and the community? Why? 
• Can you talk with each student about what that child is learning at school? What makes it easy or difficult? 
• Can you talk about what each student is learning at school with their parents? What makes it easy or difficult? 
• What do your students' parents know about their children that you don't know? How could this knowledge help you as a teacher? 
• What do you know about your students that their parents don't know? How could this knowledge help the parents? 
• How often do you and the students' parents discuss the students' health, happiness, and learning at home and at school? Would you like more opportunities to do this? Why, or why not? 
• Do you involve your students, parents/whānau, and community in designing learning opportunities? 
• Do you encourage learning tasks, strategies, or activities that challenge your students' intellectually? How do you know? 
• Do you encourage learning tasks, strategies, or activities that relate to your students' culture and prior knowledge? How do you know? 
• Do you encourage learning tasks, strategies, or activities that are inclusive of all students’ needs? How do you know? 
• Have you identified parent/whānau or community expertise that could help inform your curriculum and unit planning? 
• Do you set homework for your students? If so, are you aware of research evidence about how parents can best support children with homework? How do you ensure that the parents know how to support the child in doing this work at home? 
• Do your students and their parents tell you when they know about something that makes it easier or harder for that child to do their homework or their schoolwork? 
• Do you find opportunities to request parent and whānau help or information to support classroom learning? If so, do you think this improves learning for the students? If so, how? How does it affect your relationships with the parents and students? 
• Does your school have parent-teacher meetings? If so, what is their purpose? Are they useful? Why or why not? 
• Does your school have fundraising activities that involve students, families, and communities? Do you enjoy these activities? Why or why not? 
• How do you report to your students and their parents and whānau about the students’ learning? Does this way of reporting enable you to help your students learn more? Why or why not? 

Please select the questions that are most relevant and reword them as necessary. These questions could be answered orally, written, online, or in different languages. 

• How do you consult with parents and whānau to find out what they want from the school and how they would like to work with the school? 
• How does the school communicate with its community about school issues and about issues affecting specific students? How effective is the communication in engaging the community? How do you know? 
• What is the extent of your community consultation on The New Zealand Curriculum and in constructing your school curriculum? How do you ensure that the curriculum taught in your school makes connections between student identity and school practice and that your teachers use inclusive language and practices and avoid stereotyping? 
• As school leaders, how do you ensure that all school staff know about students’ diverse cultural backgrounds and incorporate appropriate features into their programmes? Do you encourage your staff to discuss how home–school partnerships could help them do this? 
• How do school policies and practices encourage students’ teachers and parents and whānau to talk about the children’s health, happiness, and learning at home and at school? Are they effective in promoting such interactions? How do you know? 
• Do you give your staff professional development opportunities that better enable them to form relationships with your school’s parents, whānau, and community, and to monitor the results of the actions they take when working as partners? 
• Do you recruit staff who believe in the value of community partnerships? 
• Are you aware of, and planning to access, resources and information in the local community that could promote your students’ learning? Do you work with the community to create learning tools and quality resources? If so, how does this improve learning for the students? How does it affect the school’s relationship with the parents and students? 
• Does your school have parent-teacher meetings? If so, what is their purpose? Are they effective in meeting that purpose? Why or why not? 
• Does your school have fundraising activities involving students, families, and the community? Does this way of raising funds foster effective community relationships? How do you know? 
• How does your school report to your students and their parents and whānau about the students’ learning? Does this way of reporting foster effective home-school partnerships that promote students’ learning? 
• How do your school’s community partnerships empower students and enable them to make connections that are educationally powerful? How might the partnerships do this better?