General report comments

 

 
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Settling into school

You should find these general school report comments  useful when you are writing your pupil reports.

<He> has become more settled in school and is learning to listen more carefully and contribute to class lessons.

<He> is an enthusiastic member of the class who enjoys all aspects of the work.

<He> has settled well into the class and is learning to listen carefully and contribute to class lessons.

<He> is a polite and friendly child who always tries <his> best.

<He> is a quiet member of the class who often takes a keen interest in the work, especially in a small group.

<He> is a quiet member of the class whose ability is growing to listen carefully, learn from others in class lessons and share <his> own understandings.

<He> has become an enthusiastic member of the class who enjoys all aspects of the work.

<He> is a delightful child who finds it hard to listen carefully and learn from others in class lessons or share his own insights.

<He> has settled quickly into the class and is making friends.

<He> is a charming child who works very well when <he> is able to choose <his> own learning activity.

<He> is expert at describing what <he> has done and what <he> has found out.

<He> is able to explain what <he> has done and what <he> has found out.

<He> is an able member of the class who <he> is always willing to contribute to class discussions and share <his> at times perceptive and imaginative insights.

<He> is a friendly child who becomes enthusiastic when <he> is able to choose <his> own learning activity.

<He> has a well developed imagination and a perceptive understanding of the world around us.

<He> is an enthusiastic member of the class who especially enjoys opportunities to choose and report back on his own learning activities.

<He> has settled well into the class and is learning to listen carefully and contribute to class lessons.

 

Approach to work

 

<He> is keen to answer questions, but needs to remember to put up <his> hand.

Occasionally, <he> can be easily distracted and <he> needs to realise that <he> must settle down to work straightaway.

<He> always settles down quickly to work, but needs to listen carefully to the instructions given so <he> can complete the work successfully.

<He> has the ability to produce good work in all subjects but needs to avoid the temptation to chatter for sustained periods to friends.

At certain times <he> does find difficulty in remaining on task as <he> prefers to ‘chat’ to others around <his>.  In order to maintain the progress that <he> is making, <he> needs to give <his> full concentration at all times.

<He> needs to concentrate and apply <his>self in full to achieve <his> full potential.

He is sure that the challenge of a year six curriculum will inspire <he> to realise <his> full potential.

Unfortunately, <he> lacks confidence in <his> own ability in some subjects and needs to realise that <he> is capable of producing work of a high standard when <he> puts in the effort.

Although <he> is beginning to show signs of maturity, there are days when <he> can be silly and lack the concentration needed to make progress.

If <he> develops this more positive approach to work and behaviour, <he> will reach <his> full potential.

Although the standard of presentation of <his> work has been variable, <he> works very hard and has produced some work to be extremely proud of.

<He> seems to prefer to work on an individual basis rather than in a group situation.

 

<He> works very hard and always gives <his> best effort in all areas of the curriculum.  <He> has produced some work to be extremely proud of.

<He> is well-organised and is always correctly equipped for each day.

<He> lacks organisation and often does not have the correct equipment in school

<He> makes every effort to try hard and settles down immediately to do <his> work.

<He> is conscientious and hardworking and keen to do <his> best.

<He> lacks commitment and effort and should become more self-motivated to do work.

<He> has a good overall attitude and approaches everything in a positive manner.

<He>’s approach to work is not always positive and <he> presents a varying attitude.

<He>’s approach can be far from positive and <he> presents a poor attitude.

<He> is most attentive in class showing excellent concentration.

<He> is improving <his> ability to concentrate.

<He> has a tendency to day-dream when <he> should be working.

<He> has become more confident about answering questions and talking in front of the class

 

 

Attitude

 

He> sometimes finds it hard to pay full attention and listen carefully, especially in class lessons, and <his> shyness can make <his> reluctant to contribute to large group discussions.

<He> is an able child

<He> is able to listen carefully and learn from others in class lessons.  <he> is also willing to share <his> own growing understanding with the group.

<He>  sometimes finds it hard to listen carefully and learn from others in class lessons.  This makes it difficult for <him> to develop and share <his> own understandings.

<He>  sometimes finds it hard to listen carefully and learn from others in class lessons. <His> contributions to class discussions, however, can be perceptive and imaginative.

<He> has become more independent in group work.

<He> is able to review <his> work, explaining what <he> has done and what <he> has found out.

<He> is able to work independently on directed tasks

<He> has become more successful at working independently on directed tasks

<He> enjoys opportunities to choose and report back on <his> own learning activities.

<His> shyness often inhibits <his> ability to contribute and the speed with which <he> can express <his> thoughts.

<His> ability is growing to listen carefully and learn from others in class lessons. <he> has also become more able to share <his> own growing understandings with the group.

<He> is an able child whose relatively slow progress had caused some concern.  Since returning from holiday, however, <he> has leapt forwards and made good progress in all subjects.

In a smaller group, or when the subject fires <his> enthusiasm – especially science – <he>  can make perceptive and imaginative comments.

Nevertheless <he> is always willing to share <his> often perceptive insights and undertsandings.

However, <he> finds it hard to listen carefully and learn from others in class lessons.

In class lessons <he> finds it hard to sit still, listen carefully, learn from others or share <his> own insights.

<He> has produced some good work when <he> makes the effort but is capable of more

<He> is extremely conscientious and has produced some excellent work to be really proud of.

<He> has a positive attitude towards all aspects of <his> schoolwork, and sets a superb example.

<He> is extremely conscientious, producing work to be really proud of.

<He> has worked hard in many curriculum areas and has produced some work to be really proud of.

 

Independence

 

<He> can work independently on directed tasks.

<He> can work conscientiously on independent directed tasks.

<He> finds it hard to work independently on directed tasks.

<He> can work independently on directed tasks but can be distracted.

<He> can work independently on directed tasks but is easily distracted and can distract others.

<He> sometimes finds it hard to work independently on directed tasks.

<He> can usually work independently on directed tasks.

<He> has become more independent in working on directed tasks.

<He> makes perceptive contributions to guided group activities.

<He> sometimes lacks confidence, and needs to start being more independent in the classroom.

<He> has a mature attitude and uses <his> own initiative to develop work, having produced some excellent homework.

<He> has a mature approach to many aspects of <his> work and shows independence, settling down to work without a fuss.

<He> has not yet developed enough self-confidence to work independently and needs to gain in confidence.

 

 

Attainment

 

<He> is an able child who has made excellent general progress.  She has outstanding ability in maths.

and has made good general progress in literacy and maths.

<He> is making steady progress in literacy and has started to enjoy <his> growing achievements in maths.

<He> has benefited from reading recovery lessons

<His> ability is growing to work independently on directed tasks although <he> is easily distracted and often distracts others.

<He> has made good general progress in literacy and maths.

<He> lacks confidence and is dependent on continuous support and encouragement to achieve at the level he is capable of.

<He> has made very good progress in literacy.

<He> has made good general progress in literacy

<He> has made progress in literacy and hopefully will be assessed soon for any special needs.

<He> finds maths more challenging but has made progress.

<He> finds maths more challenging but has worked hard to maintain good progress.

<He> has potentially outstanding ability in maths and science which will develop when <He> has become more independent in directed learning.

<He> is capable of achieving more.  He is sure <he> will fulfil <his> potential if <he> can develop a more independent attitude to his learning.

He> is a clever capable pupil, but this is not always reflected in <his> written work.

<He> needs to put more effort into written work

<He> has been working extremely hard in a variety of curriculum areas.

 

Progress

 

<His> progress has been excellent in all aspects of the curriculum.

<His> progress has been steady throughout the curriculum.

<His> progress has been limited throughout the curriculum.

<His>  attitude to work when working in class is good but <he> needs to do <his> homework in order to make progress.

In order to maintain the progress that <he> is making, <he> needs to listen carefully to instructions.

<He> must ask if <he> does not understands the work and in this way <he> will make much more progress.

He> is too easily distracted in class.

<He> is generally hardworking, although <he> can be easily distracted.

<He> is making excellent progress

 

Behaviour

 

<He> is a very well behaved pupil and always acts in a sensible manner.

<His> behaviour is usually acceptable but there are occasions when <he> needs to be reminded to behave better.

There are times when <his> behaviour is not acceptable and noticeable improvement is essential.

Recently, <he>  has settled down well and worked much harder in class.

However, <his> behaviour can still be silly at times and <he> needs to realise that next year <he> will be in the oldest year group in the school.

<His> attitude to school and work in general has improved this term and <he> has calmed down.

<He> is a helpful pupil who is sensible and well behaved.

In general <he> has a very positive attitude towards all aspects of  <his> school work and sets a good example with <his> behaviour.

<He> sets an excellent example of good behaviour and has a sensible attitude.

 

Personal Qualities

 

<He> is a pleasant, easy-going pupil who has enjoyed many aspects of <his> work this year.

<He> is a quiet and reserved pupil who has benefited much from this year’s work.

<He> is a boisterous pupil who has been happy in <his> work this year.

<He> can work equally well independently, or with others

<He> works well in a group situation.

<He> is always helpful and willing to undertake jobs around the classroom.

<He> is usually cheerful with a smile and a joke.

<He> has a good sense of humour and enjoys sharing a joke with children and adults alike.

<He> is a cheerful pupil and a popular member of the class.

<He> gets on well with a variety of children in the class and is a very lively and cheerful pupil.

<He> makes good contributions to discussions in class and often asks questions.

<He> gets along well with others and has many friends

<He> has many friends and is always pleasant.

<He> gets on well with a variety of children in the class and is a very lively and cheerful pupil.

<He> has a high level of independent working skills.

<He> is considerate and is always polite and sensible.

<He> takes a lot of pride in <his> work.

<He> is a friendly member of the class, who works with enthusiasm and regularly contributes to class discussion.

<He> is a confident  member of the class and contributes well in lessons.

<He> is quiet in class but works hard.

<He> has a large circle of friends and is both liked and well respected by the class.

He> is a quiet member of the class, who has a considerate and thoughtful nature.

<He> is gaining in maturity and has steadily gained in confidence.

<He> has become more self assured and outgoing and has steadily gained in confidence.

 

Punctuality

 

<He> is always late and this gives serious cause for concern.

<He> is often late and <he> must aim to be more punctual.

<His> lateness is becoming too regular and <he> must aim to be more punctual.

<He> is sometimes late and <he> must aim to be always punctual.

<He> is usually punctual.

<He> is always punctual.

 

Attendance

 

<His> attendance has been excellent with very few or no absences.

<His> attendance has been good with some explained absences.

<His> attendance is fair with many explained absences.

There has been some absences still unexplained.

There has been many unexplained absences.

<He> attendance is poor giving serious cause for concern.

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