The purpose of the kindergarten communication of learning is to:

  • foster your child’s learning and development
  • support your child in becoming an independent learner

The communication of learning is like a report card for your kindergarten child.

Just like educators who teach students in Grades 1 to 12, kindergarten educators assess and evaluate children to offer feedback that is clear, meaningful and timely.

The kindergarten communication of learning offers:

  • clear, meaningful information about your child’s key learning and growth in learning
  • three formal opportunities to hear from your child’s educators throughout the school year
  • a basis for supporting ongoing communication between home and school

Children do better at school when everyone is involved. Families, educators and caregivers who work as partners enjoy a meaningful relationship and share valuable communication that can support a child’s sense of trust, belonging, well-being and success as a learner.

Initial observations report

Schools send an initial observations report between late October and November.

This report has a summary of observations of your child’s learning since the start of the school year and provides early evidence of growth in their learning.

Educators makes these observations using the overall expectations set out in Ontario’s kindergarten program.

This first formal communication of learning of the school year can help educators and families develop a positive relationship as partners who share the goal of helping your child be successful. The report will also give you information about next steps to support your child’s learning at school and at home.

Communication of learning reports

Schools will send two additional communication of learning reports during the school year.

The communication of learning is organized by four areas that reflect how learning happens through children’s play and inquiry in kindergarten:

  • belonging and contributing
  • self-regulation and well-being
  • demonstrating literacy and mathematics behaviours
  • problem solving and innovating

In each of these sections educators add personalized comments about your child’s learning that are clear and easy to understand.

For Catholic schools, the report also includes a section for comments about “Religious and family life education”.

The comments:

  • tell you about your child’s key learning and growth in learning
  • provide specific examples to illustrate your child’s learning
  • include next steps to support your child’s learning at school and home

Educators will indicate if the expectations for your child need to be modified by checking the ESL (English as a Second Language) box or the IEP (Individual Education Plan) box.

Terms used in kindergarten communication of learning

Your child’s communication of learning will include terms that have a specific meaning.


Learning means more than just knowing the facts. Children can demonstrate learning by communicating and applying what they have learned in different contexts. When educators evaluate growth in learning and record it on your child’s report they consider:

  • the ways in which your child learns
  • how your child is developing
  • the direction your child’s learning is taking

Key learning

Key learning is the most significant learning for your child at the time each communication of learning is completed. Educators describe the most important and significant skills, interests or knowledge your child has demonstrated based on the overall expectations in Ontario’s kindergarten program.

Growth in learning

Growth in learning can refer to one or more of the following:

  • movement to a more complex stage of development
  • an increase in skills or scope of knowledge
  • an increase in learning related to concepts such as belonging, contributing, self-regulation, well-being, math, literacy, problem solving and innovation

Next steps in learning

Educators compare their observations of how your child is learning with the kindergarten program expectations to determine appropriate learning goals for your child.

You can find next steps in each kindergarten communication of learning that you receive. There may be ongoing and less formal communication about your child’s next steps at other times during the school year.

Educators work with your child to set personalized learning goals and support your child’s progress in the classroom. You can also speak with your child’s educators about ways to encourage your child’s progress at home.

The role of educators

Communication with parents

Ongoing, clear and meaningful communication between you, your child and the educator teamfootnote 1 is vital to your child’s learning. Your child’s educators will contact you regularly throughout the school year.

In addition to written documents, you might get updates from:

  • school or class blogs or websites
  • photos of your child’s work
  • discussions between you and your child’s educator, with or without your child
  • your child’s portfolio (that their educator might share with you)
  • informal communication such as phone calls, notes, letters or emails

The educators and the principal in your child’s school will be able to provide more information about what kinds of communication you can expect to receive.

Evaluation and observation

Educators observe your child working with other children, adults and materials. They see what your child creates, and how they work with materials such as paint, blocks, crayons and books to show what they are thinking and learning.

Educators have many conversations with your child to understand how your child is making sense of their experiences. They also observe how children problem solve, use social skills, and how they understand their own thoughts and feelings.

Educators use these conversations and observations to gather as much information as possible about your child’s learning. It is this information that educators use to evaluate your child’s key learning and growth in learning. This evaluation is reflected in the comments they write on the communication of learning report.