Needs improvement report card comments

Writing about a student who is struggling is the hardest part of report cards. These original comments are honest and kind: each one starts with something real the student can do and ends with a clear next step.

Every example is original and free to copy. Replace [Name] with the student's first name, then change anything that does not fit. Use the Copy button beside each comment.

Kinder words for hard messages

Instead of	Try
lazy	is learning to stay motivated when work feels hard
disruptive	is working on choosing the right time to share ideas
can’t	is not yet able to … and is working toward it
never listens	is building listening skills
messy	is learning to organize work and materials
struggles with	is developing confidence in
careless	would benefit from checking work carefully
shy	is growing in confidence when speaking in a group
bossy	is a natural leader who is learning to share decisions
talks too much	is very social and is learning when to talk and when to listen
slow	works carefully and is building speed
behind	is working toward grade-level expectations

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Reading: comments for students who need support

[Name] has begun to build firm foundations in reading. A real strength is that they listen well to stories and can recall the main events. The next target is to read aloud at home for ten minutes most days.
[Name] requires further support to secure the basics in reading. It is pleasing to note that he is becoming more confident when reading aloud. Attainment has risen since the previous assessment point. Next, he should talk about what he has read to check understanding.
[Name] is developing her skills in reading. Notably, she uses phonics to sound out new words with growing confidence. She will benefit from trying to reread a sentence when it does not make sense.
[Name] would benefit from continued support in reading. They can now find simple facts in a text when given a little time, which is a real strength. They have moved forward well since the last assessment. They will benefit from trying to read aloud at home for ten minutes most days.
[Name] is becoming more confident in reading. In particular, he uses phonics to sound out new words with growing confidence. A useful next step is to reread a sentence when it does not make sense.

Writing: comments for students who need support

[Name] has made steady progress in writing this year. They are beginning to write longer pieces with more independence, which is a real strength. They will benefit from trying to check every sentence starts with a capital letter and ends with a period.
[Name] is learning key skills in writing with extra help. He has worked hard on letter formation. His results show real improvement since last year. He will benefit from trying to say each sentence aloud before writing it.
[Name] is developing her skills in writing. A real strength is that she can share good ideas aloud before writing them down. To move forward, she needs to use the word wall to help with tricky spellings.
[Name] would benefit from continued support in writing. Notably, they are using capital letters and periods more consistently. They have made clear progress since the last report. To move forward, they need to use the word wall to help with tricky spellings.
[Name] is becoming more confident in writing. In particular, he has worked hard on letter formation. A useful next step is to say each sentence aloud before writing it.

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Math: comments for students who need support

[Name] has taken some positive steps in math. They are willing to have a go at new methods, which is a real strength. To move forward, they need to use drawings and objects to picture each problem.
[Name] is building his confidence in math with adult support. A real strength is that he is becoming more confident with number facts. He has moved forward well since the last assessment. The next target is to practice number bonds and multiplication facts little and often.
[Name] is developing her skills in math. She makes good use of practical equipment to support her thinking. The next target is to ask for help as soon as a step feels unclear.
[Name] is learning key skills in math with extra help. Notably, they can now explain simple calculations in their own words. Attainment has risen since the previous assessment point. The priority for next year is to ask for help as soon as a step feels unclear.
[Name] is becoming more confident in math. In particular, he makes good use of practical equipment to support his thinking. He will benefit from trying to practice number bonds and multiplication facts little and often.

Science: comments for students who need support

[Name] has been working hard in science. We are delighted that they are curious about the world around them. Next, they should say what they think will happen and why.
[Name] is learning key skills in science with extra help. A real strength is that he can describe what happened in an experiment. He has moved forward well since the last assessment. The priority for next year is to label diagrams carefully.
[Name] has made steady progress in science this year. In particular, she enjoys practical work and observes closely. To move forward, she needs to use a word bank to explain what she observes.
[Name] requires further support to secure the basics in science. Notably, they are learning to use scientific words such as "predict" and "observe". Attainment has risen since the previous assessment point. In order to progress further, they should aim to say what they think will happen and why.
[Name] is developing his skills in science. He enjoys practical work and observes closely. The next target is to label diagrams carefully.

Any subject: comments for students who need support

[Name] has made steady progress in class this year. They are beginning to work more independently, which is a real strength. A useful next step is to ask for help when unsure.
[Name] is learning key skills in class with extra help. A real strength is that he responds well to support. Attainment has risen since the previous assessment point. In order to progress further, he should aim to review key vocabulary regularly.
[Name] is becoming more confident in class. Notably, she is growing in confidence. She will benefit from trying to complete tasks in small steps.
[Name] requires further support to secure the basics in class. They try hard with new tasks. They have made clear progress since the last report. The next target is to complete tasks in small steps.
[Name] is developing his skills in class. In particular, he tries hard with new tasks. To move forward, he needs to review key vocabulary regularly.

Before you write

Families should never learn about a serious concern for the first time from a report card. Talk first.
Pair every concern with what you are doing to help and how families can help.
Describe the work, not the child.

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Frequently asked questions

How do I say a student is below grade level?

Be clear and kind: say what the student can do now, the skill they are working toward, and the support in place. For example: "[Name] is working toward grade-level expectations in reading and reads with an adult each day."