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- Key Stage 1
Making Sense of Your Child’s End of Year School Report
We’re approaching the end of yet another academic year, and your child’s end of year school report will soon be on its way to you. And if you’re wondering how you’re supposed to make sense of it, you’re not alone. More than 40% of our students’ parents expressed confusion about such reports, expressing various concerns from vagueness to comment automation and more. This guide breaks down each part of the school report, helping you to understand your child’s progress throughout the year more fully while alleviating any concerns you may have.
What is an end of year school report?
End of year school reports are supposed to summarise your child’s performance at school for the academic year. In it, you’ll typically find a short paragraph explaining their abilities in each subject, but they’re often surface-level comments with no insight into anything specific. There’s also a short section on behaviour and a goal for the year ahead.
The Department for Education requires schools to deliver these reports as an official mode of communication between teachers and parents at least once a year. Each report should highlight the following:
– Brief particulars of achievements in all subjects and activities forming part of the school curriculum.
– Comments on general progress.
– Details of how parents can arrange a discussion about the report with their child’s teacher.
While this sounds like a good idea, some parents question the usefulness of their child’s end of year school report. Often, parents will compare reports and notice that comments are often similar, leading some to suggest that reports are automated. Moreover, some teachers have admitted that they have access to report writing tools to support them in their endeavour, leading to many having no choice but to work overtime.
Many parents are quick to brand this generic and unfair ; however, you should note that not all teachers will use these style reports, and many will willingly delve deep into your child’s progress and overall performance. If in doubt, remember that you have the right to ask.
How do teachers measure progress for each Year group?
Teachers measure progress differently depending on the age of their students. Each Year group and, on a broader level, key stages have specific requirements that students are expected to fulfil. For example, by the end of Year 4 maths, children are expected to know all 12 times tables. And so, teachers will refer to such milestones to measure a student’s progress.
This year, the Department for Education has decided to remove the requirement to report definitive outcomes for key stage 1 and 2 tests and teacher assessments. Therefore, if this information is missing from the end of year school report, you should not be concerned.
How to make sense end of year school reports at the Early Years Foundation Stage (EYFS)?
Schools at this stage usually issue school reports for EYFS pupils, but the guidance is not as established as primary school reports. With that, even if your child is in Reception, schools will need to complete an EYFS profile for your child. It’ll help the school assess pupils’ overall progress and support teachers in the next stage (KS1) to understand a student’s overall ability.
This profile will include a summary of your child’s attainment and will state the Early Learning Goals (ELG’s) :
- Emerging (1): your child is working below the expected level.
- Expected (2): working at the level expected for their age.
- Exceeding (3): performing above the desired level.
At the end of the academic year, the school will include an end of year school report that will explain:
Your child’s attainment against the ELG’s with summaries included.
Progress made during the year. This consists of the three characteristics of effective learning (playing and exploring, active learning and creative thinking critically.)
Standard end of year school reports
During the academic year that does not consist of a national exam, i.e. year 1,3,4 and 5, there are no specific formats that schools have to follow.
However, guidelines set by the DfE state that “reports should be specific to the child, be concise and informative and help identify appropriate next steps for development”.
How to make sense of a Key Stage 1 end of year school report? (Year 2)
Year 2 marks the end of Key Stage 1 assessments, and your child will have taken the national curriculum tests (SAT’s). The school reports at this stage will differ from others as they will include both statutory teacher assessment judgments for reading, writing, maths and science, and the results of these tests.
However, not all schools will include the Key Stage 1 test results and instead consider Year 1 and 2 performance. The teacher will then decide how to analyse a student’s progress best.
Those schools who choose to add the results will report them through a scaled score, as explained below:
• A scaled score of 100 – The pupil is working at the expected standard.
• A scaled score below 100 – The pupil may need more support to work at the expected standard.
• A scaled score above 100 – The pupil is working above the expected standard.
Please note that at KS1, teachers will try to ensure all pupils score between 100-115, and at KS2, this score extends to 120.
Additionally, parents should be aware that from 2023 the KS1 SATs are being replaced by the Reception Baseline Assessment.
How to make sense of a Key Stage 2 end of year report? (Year 6)
By Year 6 (under normal circumstances), students will have completed the KS2 SATs and finished their time at primary school. Preparing to progress to Year 7, they will make the transition to secondary school. Unlike the KS1 SATs, schools send KS2 SATs papers to external examiners for marking.
These results will help the teacher write the Year 6 end of year school report and include statutory teacher assessment judgments for reading, writing, maths, and science. You should expect to receive a breakdown of these reports with some interpretation by the teacher to help you understand better. It’ll also provide some recommendations for you to help your child make even more progress in the future.
You may also like to know that these results, as well as a separate teacher assessment, are sent to the Year 7 liaison officer of your child’s secondary school and are read by all of your child’s Year 7 teachers.
How should you talk to your child about their end of year school reports?
But how about your little one? They may come skipping out from class across the playground, gladly waving their end of year school report, blissfully unaware of the criticism that may lay within. Many of our students’ parents are unsure how to communicate the report’s content with their child for various reasons. Some are concerned they’re just too young to understand (or care), others don’t want to knock their child’s confidence, and so here are some tips for approaching for the conversation.
- Prepare beforehand.
Before having a chat with your child, ensure you fully understand the report. If you don’t understand, that’s ok! Email or call the teacher, perhaps schedule a chat so that you can delve into the report’s content deeper.
- Start on a positive.
If there’s positive feedback in the report, absolutely acknowledge it! This is great for your child’s confidence and motivation for learning in the future.
- Ask what they think about it.
Don’t just lecture your child; treat them as an equal participant in the conversation. If there are comments about bad behaviour, shouting or venting frustration (even if they are a bit of a rascal) won’t help the situation in the long term. Try asking how they feel the year went, keep the conversation age-appropriate, and explore why they think the teacher made specific comments.
For example, if the comments are about behaviour. Ask why Miss so and so may have said that, and continue from there. If it’s about a subject, let’s say maths, ask if they find it difficult. It will help you understand if they feel less confident using numbers or don’t like maths. Both are ok, and you can come up with a plan of action to help solve this.
- Next steps.
Children love planning; they feel comfortable when they know what is to come. It is crucial to come up with a plan for how best you can support them.
- End on a positive
Beginning and ending the conversation on a positive note will help your child to feel motivated, whatever their age.
What can you do to help your child?
There are various ways you can help your child if they are not meeting the expected level of achievement. The best way to deal with any issues that may arise is to find the root cause of the problem. For example, if they’re having trouble with maths, perhaps they got an answer wrong, and their peers laughed. This may not mean they struggle but instead have a confidence issue.
But if you’re struggling to figure out how to solve problems such as this, you may find the tips below helpful.
- Work with your child’s teacher.
Parents underestimate how much a teacher can help in this; they’ll be able to give a plan to work on to help. If you feel that your child’s teacher is not helping, you can always contact the school.
Communication with the teacher doesn’t end with the report; it’s essential to communicate further where necessary. They can support you with a plan to help your child improve, and remember, if you’re not satisfied with their assistance, in some cases, you can contact the headteacher or subject head.
- Try to make learning fun.
Some children respond better to fun activities, such as maths quizzes and games. If it’s the case that your child responds better to this type of mental stimulation, do not shy away from it. For example, try these free virtual maths escape rooms for Key Stage 2 students.
- Consider hiring a tutor or making use of online courses for kids.
Online tuition is in no way similar to having a private tutor, whereby your child is expected to turn up at their house and study for an hour alone. Using online courses makes the most of the latest technologies that help students learn in an interactive environment and are becoming popular worldwide, even in the UK. Check out these videos to see how young maths tutors are helping primary school students get ahead in mathematics!
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Teacher assessment frameworks at the end of key stage 1
For teachers to make statutory teacher assessment judgements for pupils at the end of KS1.
Teacher assessment frameworks at the end of key stage 1 for 2018/19 onwards
Ref: ISBN 978-1-78957-210-0, STA/18/8301/e
PDF , 243 KB , 13 pages
Teacher assessment frameworks for the 2018/19 academic year onwards
Teachers must use these frameworks for the 2021/22 academic year onwards to make teacher assessment judgements for pupils at the end of key stage 1 in English reading, English writing, mathematics and science.
These frameworks were updated in 2018 for use from the 2018/19 academic year onwards.
The English writing frameworks remain unchanged from those introduced for 2017/18.
Comparability over time
Judgements made against the 2018/19 onwards teacher assessment frameworks will not be directly comparable to those made against previous versions, with the exception of English writing, which used the same frameworks for 2017/18.
End of KS1 national curriculum assessments are now optional. This guidance will be updated shortly to reflect these changes. In the meantime, more information is available at National curriculum assessments: optional key stage 1 tests .
Edited the attachment - added ‘’onwards’’ for English writing section to indicate continuation of this document
Updated to remove cancellation of 2021 assessment information.
Updated to include the frameworks for use from the 2018/19 academic year onwards.
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Summer/End of Year Review Writing KS1/2 Activity
Age range: 5-7
Resource type: Worksheet/Activity
6 July 2020
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Reporting to Parents in Primary School: Guidance for End of Key Stage Reports
Learning Ladders Blog Reporting to Parents in Primary School: Guidance for End of Key Stage Reports
The following, regarding reporting to parents in primary school, is taken from the government guidance for writing reports:
“Headteachers have a statutory duty to prepare annual reports for parents before the end of the summer term. The report must start from the day after the last report was given or the date of the pupil’s admission to the school (whichever is more recent).
Reports at the end of key stages 1 and 2 must cover:
- brief particulars of achievements in all subjects and activities forming part of the school curriculum
- comments on general progress
- details of how parents can arrange a discussion about the report with their child’s teacher”
(For the 19/20 academic year some changes were made to take into account the lockdown periods and school partial closures. Guidance has not yet been confirmed for the 20/21 academic year).
Reporting to parents in primary school would usually include any statutory test results alongside wider details on achievements. This is laid out by the Department for Education. Details should also include anything which takes into account something forming the curriculum. Also, wider experiences such as educational day visits, where relevant.
How often should you be reporting to parents in primary school
Each report period should cover the time between the last report and the current, or from the pupil’s start date at the school until the current day – whichever is most recent. Some schools choose to only report formally at the end of the year, others choose to report termly.
You could, of course, report as often as you wish. You may be updating assessment into a system. This may allow you to make certain information visible to parents instantly. It would make sense to give parents access to as much as possible. They can also have an input and be involved in their child’s learning journey, which could be formal or informal. But there is also the need to formally report at regular intervals in a more specific manner. This helps parents to reflect on the period of time (term or year) which is being reported.
Where is the report kept and what data should be included?
The end of term/year school report is also kept on record at the school. If a child changes school this may be passed on to the next school where appropriate, or added to a pupil’s ongoing records. The end of term/year report is a chance to look at a “bigger picture” view of the child’s progress and attainment. Where this is within a key stage the school can choose whether to share any kind of “data” with the parent. This is a judgement call from school about how useful that is to the parent.
Since the loss of levels in 2014 there is no national consistency so sharing the data for an individual may require so much explaining to a parent. The cohort data is far more useful to the school. So, a school may choose to share some objectives which have been met, some which are in progress and some of which are targets. End of key stage SATs results will be included in reports to parents in primary school.
Working towards targets
Where targets are shared it’s ideal to also share top tips or resources when reporting to parents. These can help the parent to better support their child’s learning at home. This may also include encouraging a particular day out to prepare for an upcoming topic, or it may be a website or app which can be used at home. In Learning Ladders, we include online curriculum-linked articles written by teachers. These articles can be translated into 100 languages to make them accessible. This all helps to ensure parents feel they can act on the advice in the report. A report should be considered to be part of a formative learning journey, where assessment feeds into teaching and learning, both in the classroom and at home.
Giving parents more information
Some schools choose to have an evening session where parents can learn more about what will be included in reports, and how they can get in touch with the school if they have concerns or questions. These might also include giving out printed packs of resources for home, or covering some generic guidance applicable to the relevant year group. You may also share such links via your home-school communications platform.
For general comments parents do not want to find a surprise in there. There shouldn’t be something they didn’t know at all about their child. Anything which may come as a shock should have been discussed prior to the report. We all know the jokes about teacher comments such as “can be a bit lively”. Parents know what we mean by this but, in general, a parent should never feel they are being told something totally new. Reporting to parents in primary school is a chance to summarise the reporting period to make some overarching statements about the general progress. This should be both academic and pastoral. Some recommendations can be included, but as this is part of a permanent record this should not include judgements. These would be more relevant as a separate, private discussion between teacher and parent at a different time (for example, advice to make a referral to an outside agency).
If you use a home-school communications platform and/or assessment system, which regularly sends information to parents about their child’s progress, you may wish to have messaging via this for two-way communication throughout the year. This way, the report can reference any of those conversations via more oblique references. This will help to include those important steps and progress points but without raising them explicitly in the report.
At Learning Ladders, we’re passionate about including parents and making them part of their child’s learning journey throughout every year. And we also support schools to create engaging, useful end of term or end of year reports to help with reporting to parents in primary school.
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Literacy Report Statements
This page contains Literacy statements to help teachers complete end-of-year pupil reports. The statements are categorised to make them easier to browse. Please use our contact form if you have any useful statements we can add to our list.
Last updated: 30th September 2006