Writing Annual Reports to Parents In previous years QCA Assessment and Reporting Arrangements booklets have provided samples of annual reports with the last sample produced in 2002 Currently QCA ar by sol61731

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									Writing Annual Reports to Parents

In previous years, QCA Assessment and Reporting Arrangements
booklets have provided samples of annual reports with the last sample
produced in 2002. Currently QCA are updating advice for reports and
welcome teachers’ views about the samples available on their website.

Many schools have developed their own styles and formats and many
choose to use electronic versions. There is no LEA recommended style or
program, neither is this guidance comprehensive. The Assessment for
Action booklet ‘Reporting at KS1 and KS2’ (Jan 2000) is still a useful
resource. Links to websites for electronic formats are on eriding.net.
Annual reports to parents are a statutory duty.

General Principles
It is important to consider the principles of good report writing that
ensure that the information provided fulfils statutory requirements and
includes the following essentials:
     Reports should be written for parents in a clear and
        straightforward way, avoiding unnecessary national curriculum
        jargon bearing in mind that pupils often read their reports, and
        parents are usually most interested in the overview
     Comments should be kept brief and clear
     Reports need to refer to whether or not the pupil is happy,
        settled, and behaving well
     There should be advice to parents about how they can help and
        support their child
     There should be reference to attainment and progress within the
        subject areas, but this can be general enough to suggest breadth
        and specific enough to give parents clear understanding of
        progress
     At the end of a key stage, national curriculum levels must be
        reported as a statutory requirement (levels don’t need to be
        reported for interim years) It is particularly helpful to explain to
        parents that progression from one level to another will show
        ‘plateaux’ and ‘spurts’ and that as the levels get higher, there is
        also much more to cover, so a child in Y4 may well be working in
        level 3, despite having touched on level 3 at the end of KS1
     The report should also include reference to national expectations
        for children of a similar age
     Effort as well as attainment should be recognised
     There should be reference to strengths and areas for
        improvement with some targets for improvement clearly
      identified, particularly for core subjects. (There is no
      requirement to include a target for every subject)
     Attendance and percentages of unauthorised absences should be
      included, and in addition, there may be reference to punctuality
     Report formats will vary according to the age/stage of the pupils
      and can be customised appropriately
     In all cases, parents should be provided with an opportunity for
      discussing their child’s report.

Children with a statement of special educational needs
The annual review can be the annual report to parents and must provide
contextual information. Basic information should be supplemented by
including details of progress in relation to the curriculum that the child is
following.

KS1 reports must include the following:
Year R/Foundation Stage
Brief comments about general progress within the six areas of learning,
and reference to P scales where appropriate
For children at the end of Reception teachers must:
     provide a written summary of progress against the Early Learning
       Goals and the assessment scales
     offer parents an opportunity to discuss the outcomes of the
       Foundation Stage Profile within the term that the profile has been
       completed. A copy of their child’s profile should be available if
       parents wish to see it
Y1 and Y2
A brief commentary explaining the teacher’s assessments about progress
in individual subjects, mentioning progress in relation to other children in
that year group, and particular strengths and weaknesses

Extra information for Y2 (end of KS1)


Subject          Teacher        Teachers should provide an explanation of
                 Assessment     how statutory tests and tasks have been used
Speaking and                    to underpin their assessment judgements that
listening                       are made whilst the child is in Y2, (based on
Reading                         evidence from observations of the child’s
Writing                         learning), and how the work completed during
Science                         the year has built up a picture of what the
Mathematics                     child can do.
   In addition to this teachers need to provide school comparative
   information and national comparative information for children of the
   same age.
   Years 3,4,5
   For years 3,4 and 5 teachers must again provide a brief commentary
   explaining the teacher’s assessments about progress in individual
   subjects, mentioning progress in relation to other children in that year
   group, and particular strengths and weaknesses.
   Optional test results can also be included in the end of year report, and
   targets identified for ways in which children need to improve and how
   parents can support them.

                              Many pupils are still working in level 5 at the
        5B                    end of KS3


                                                                                5C

        4A

                                                               4B – end of KS2 average


                4C

                                                                     3A
                  3B

   Children achieving
   level 3 at the end of                                           3C
   KS1 are just crossing
   the threshold into that
   level and may well still    2A
   be working in level 3                                 2B - end of KS1 average
   during Year 4. This is
                               2C
   expected progress.
                                                            1A
                              1B
                                                          1C


        Stepping Stones &                                  Level W or P scales
        Early Learning
        Goals


This ‘funnel diagram’ provides an explanation of ‘levelness’ and can be used to show
the expected progress in relation to national curriculum performance
descriptions. It is important that parents understand that the amount of
coverage widens and deepens as the levels progress.
Electronic reports
There are many different electronic report samples available for schools
to use. In many cases, schools have devised their own systems. Some build
up the content of the annual report over the school year. After
completing a unit of work, teachers can complete the relevant section,
and of course copy and paste for similar achievements. There are
advantages in this gradual completion, particularly since it can help to
reduce the workload in June.

A QCA report sample for Key Stage 2 shows programmes of study
references for each subject so parents know what has been covered.

Alternatively schools could provide this information in an explanatory
booklet for parents, which could be sent out each year as an extra to the
report. If you want to do this you can copy this text that I have included
for you. The advantage of this would be that the child’s report would
therefore be briefer.



        National Curriculum KS2



          Booklet for Parents




        ANYWHERE PRIMARY
            SCHOOL




Contents:
Programme of Study for English:
During Key Stage 2 pupils learn to change the way they speak and write to
suit different situations, purposes and audiences. They read a range of
texts and respond to different layers of meaning in them. They explore
the use of language in literary and non-literary texts and learn how
language works.
Programme of Study for Mathematics:
During Key Stage 2 pupils use the number system more confidently. They
move from counting reliably to calculating fluently with all 4 number
operations (add, subtract, multiply and divide). They always try to tackle
a problem with mental methods before using any other approach. Pupils
explore features of shape and space and develop their measuring skills in
a range of contexts. They discuss and present their methods and
reasoning using a wider range of mathematical language, diagrams and
charts.
Programme of Study for Science:
During Key Stage 2 pupils learn about a wider range of living things,
materials and phenomena. They begin to make links between ideas and to
explain things using simple models and theories. They apply their
knowledge and understanding of scientific ideas to familiar phenomena,
everyday things and their personal health. They begin to think about the
positive and negative effects of scientific and technological developments
on the environment and in other contexts. They carry out more
systematic investigations working on their own and with others. They use
a range of reference sources in their work. They talk about their work
and its significance, and communicate ideas using a wide range of
scientific language, conventional diagrams, charts and graphs.
Programme of Study for Information and Communication Technology:
During Key Stage 2 pupils use a wide range of ICT tools and information
sources to support their work in other subjects. They develop their
research skills and decide what information is appropriate for their work.
They begin to question the plausibility and quality of information. They
learn how to amend their work and present it in a way that suits its
audience.
Programme of Study for Design and Technology:
During Key Stage 2 pupils work on their own and as a member of a team
on a wide range of designing and making activities. They think about what
products are used for and the needs of the people who use them. They
plan what has to be done and identify what works well and what could be
improved in their own and other people’s designs. They draw on
knowledge and understanding from other areas of the curriculum and use
computers in a range of ways.
Programme of Study for History:
During Key Stage 2 pupils learn about significant people, events and
places from both recent and more distant past. They learn about change
and continuity in their own area, in Britain and in other parts of the world.
They look at history in a variety of ways, e.g. from political, economic
technological and scientific, social, religious, cultural or aesthetic
perspectives. They use different sources of information to help them
investigate the past both in depth and in overview, using dates and
historical vocabulary to describe events, people and developments. They
also learn that the past can be represented and interpreted in different
ways.
Programme of Study for Geography:
During Key Stage 2 pupils investigate a variety of people, places and
environments at different scales in the United Kingdom and abroad, and
start to make links between different places in the world. They find out
how people affect the environment and how they are affected by it.
They carry out geographical enquiry inside and outside the classroom. In
doing this they ask geographical questions, and use geographical skills and
resources such as maps, atlases, aerial photographs and ICT.
Programme of Study for Art and Design:
During Key Stage 2 pupils develop their creativity and imagination
through more complex activities. These help to build on their skills and
improve their control of materials, tools and techniques. They increase
their critical awareness of the roles and purposes of art, craft and design
in different times and cultures. They become more confident in using
visual and tactile elements and materials and processes to communicate
what they see, feel and think.
Programme of Study for Music:
During Key Stage 2 pupils sing songs and play instruments with increasing
confidence, skill, expression and awareness of their own contribution to a
group or class performance. They improvise, and develop their own
musical compositions, in response to a variety of different stimuli with
increasing personal involvement, independence and creativity. They
explore their thoughts and feelings through responding physically,
intellectually and emotionally to a variety of music from different times
and cultures.
Programme of Study for Physical Education:
During Key Stage 2 pupils enjoy being active and using their creativity
and imagination in physical activity. They learn new skills, find out how to
use them in different ways, and link them to make actions, phrases and
sequences of movement. They enjoy communicating, collaborating and
competing with each other. They develop an understanding of how to
succeed in different activities and learn how to recognise their own
success.
Programme of Study for Religious Education:
During Key Stage 2 pupils learn about Christian and other major religious
beliefs and practices. They develop their own skills of discussing
questions of meaning, identity and values.
Programme of Study PHSE(Physical, Health, Social and Emotional
development) and Citizenship:
During Key Stage 2 pupils learn about themselves as growing and changing
individuals with their own experiences and ideas, and as members of their
communities. They become more mature, independent and self confident.
They learn about the wider world and the interdependence of
communities within it. They develop their sense of social justice and
moral responsibility and begin to understand that their own choices and
behaviour can affect local, national or global issues and political and social
institutions. They learn how to take part more fully in school and
community activities. As they begin to develop into young adults, they
face the changes of puberty and transfer to secondary school with
support and encouragement from school. They learn how to make more
confident and informed choices about their health and environment; to
take more responsibility, individually and as a group, for their own
learning; and to resist bullying.

A sample of an accompanying report is shown on the next page:
        ANYWHERE PRIMARY SCHOOL – example report (source QCA)
Name: Heidi Jones         Year 6             Date July 2005
Attendance: 350 Authorised Absences: 10 Unauthorised Absences: 0
Late arrival: 3
TA = Teacher Assessment level of pupil attainment
Test result = statutory end of KS tests/tasks
ENGLISH
ATI Speaking and listening TA level 4
AT2 Reading                              TA level 4            Test result level 4
AT3 Writing                              TA level 3            Test level 3
Overall Subject level                    TA level 4            Test 4
Heidi has shown some good progress this year. She enjoys class discussions and makes a good contribution. She listens to
the opinions of others and respects their views. She sometimes writes lively stories but need to take more care with spelling
and punctuation. She needs to consider the structure of non-narrative writing such as report or argument at the planning
stages of her writing in order to improve the quality of her work.
Targets:

MATHEMATICS
Using and Applying maths: Number and Algebra; Shape, Space and Measures; Data
Handling                                 TA level 4              Test result level 4
Heidi has made good progress in mental and written calculations this year. She has learnt the full range of times tables to
10x10 and can use this knowledge efficiently, both with larger calculations and to solve problems. Heidi has tried hard to
understand the relationship between fractions, decimals and percentages, but remains unsure. She has a good grasp of
shapes and their properties including reflection and simple rotation. She is very neat and methodical when working with
data; she uses bar charts, line graphs and pie charts to present and interpret information.
Targets:

SCIENCE
Scientific Enquiry; Life Processes and Living Things; Materials and their Properties;
Physical Processes                             TA level 4                          Test level 3
Heidi displays good understanding of materials and their properties, forces and how they act on the motion of objects. She
is good at conducting simple experiments, and works well with others. Her particular strength is the way in which she
records data and presents her findings.
Targets:

ICT
Heidi has a good grasp of the use of ICT in society. She can use the internet and understands how to use a word processor.
She is currently working at level 4
Design and Technology
Heidi enjoys developing her ideas and communicates them in lively ways. Her work with tools and equipment is accurate
and demonstrates her attention to finish and function. She is currently working at level 4

History
Heidi has a good knowledge and understanding of the topics covered. During one enquiry she was able to show how some
Ancient Greek ideas have influenced aspects of life today. When studying the Tudors, she was able to use different
historical sources to help her explain why Henry V111 married six times. She is currently working at level 4
Geography
Heidi can identify and describe different places and can describe some of the factors which make these places different. She
has a good knowledge of different places and environments in the world and has developed a wide range of geographical
skills, especially in working with maps. She is currently working at level 4

Art and Design
Heidi enjoys art and design and can use ideas from different artists to support her own. She responds well to the work of
others and can compare her own work with theirs. Heidi needs to develop her skills in using materials and processes and
to think more creatively about how these are used. Overall she is working at level 3

Music
Heidi listens carefully to music and can explore musical ideas and musical structures. She can hold a beat with a
percussion instrument and can judge how this affects the feel of musical pieces. She works well in a group and has put a
lot of effort into this work. She is currently working at level 4
P.E.
Heidi shows good quality in her movement. She creates and links sequences and routines well. She has particular strengths
in dance activities. She has made good progress in games activities as she has become more confident with the skills and
now needs to work more on her understanding of tactics. She is currently working at level 4
R.E.
Heidi has a good understanding of the major world religions and the differences between them. She has grasped some of the
main concepts of Christianity and Islam and responds thoughtfully to discussions about religions. Heidi needs to look
more carefully at the variety of practices within a religion. She is working at level 5
PSHE and Citizenship
Heidi takes part in class discussions and works well with others. Her peers think highly of the way she listens to them. She
shows good knowledge of topical issues and contributed well to the project on bullying.
General Progress
Heidi has a good attitude to school life and is respected and valued by her friends. She is a good listener and concentrates
on her work. She has made good progress in all subjects where she has previously had difficulty. Well done.
Arrangements for discussing this report

A copy of this report has been sent to your child’s new school/teacher
Teacher’s signature
Headteacher’s comments & signature

								
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