Writing reports

Report writing might not feature during your training, but it is an important part of being a teacher.

Report writing varies enormously from school to school. Some schools supply the parents with a sentence about each subject and others one or two paragraphs. 

Most schools have computerised their report writing, so each teacher is provided with floppy disks containing  skeleton reports. In many, the reports are typed online. 

Making the task workable

If you have to type fairly long reports on the computer, it is almost necessary to use the 'copy and paste' facility. Use it very carefully as there are many pitfalls to this approach.

It is tempting to write about four  paragraphs and then cut and paste one of them onto each pupil’s report. This gives a ‘best fit’ effect and a set of reports which are not strictly accurate. It is better to think of about three pupils for whom a similar report is appropriate and cut and paste that onto the three reports, and then change it for the next three or four. Even when you have cut and pasted the report, it is important to see if the details need amending to suit the individual. 

Try not to send out absolutely identical reports to the parents of twins, or parents who are close friends because they like to feel that their children are being treated as individuals.

Before you cut and paste, proofread it at least twice, because if you make a mistake you have to keep on correcting it on every report. Also, it’s wise to do all of one gender first, so that you do not have to waste time changing all the pronouns – he/she, him/her.

The style

Plain English is by far the best style.

Reports look more professional if the vocabulary is descriptive and concise so it is better to avoid using the words ‘good’ ‘well’  and ‘bad’ and ‘average’. These words give a very general picture and so they are not very informative. You can usually find a more interesting and thoughtful comment. Try the ones below.

• participates sensibly
• grasps new concepts quickly
• loves learning new skills
• understands clearly
• takes pleasure in
• concentrates for long periods
• enjoys being involved  in
• lively imagination
• wide general knowledge
• has a wide range of interests
• puts in his best effort
• has read widely
• is quick to transfer new information from his short-term to long-term memory 
• is well-organised/reliable/keen
• sensible/careful worker
• continues to improve
• retains facts easily.

The tone

Getting the tone right is almost as important as getting the information across accurately. Remember that you are dealing with proud parents so you must find ways of making your comments accurate as well as sensitive to keep the parents' support. 

If you write a report which is wholly or largely negative, it can lead to a breakdown in relations between the school and the home. Although you have to be honest about the pupils’ shortcomings, it is important to highlight their strengths and your tone should display your own interest in and care for the child. 

These expressions demonstrate a positive attitude to the pupil:

• I was pleased when...
• I hope he will soon...
• I should be delighted if...
• I hope he will develop his talent for...
• I enjoy teaching her because...
• I wish her well next year.

These comments highlight the pupil’s weakness without causing too much offence.

For the less able:

• slow but perseveres
• tries hard but needs extra support with
• does his best but lacks confidence
• is fairly keen but has a short attention span
• often tries hard but can be careless
• needs lots of practice at each level
• copes best in a small group
• needs extra practice at each level to keep up with the class
• acquires new skills/concepts after a lot of practice.

For the reluctant learner:

• makes avoidable mistakes
• needs to check her work more closely
• needs to  supervised closely to keep her on task
• needs to put in more effort to keep up with the group
• is easily distracted
• often needs to finish off his work at break-times.

For the child with poor social skills:

• needs to consider other children’s feelings
• has not yet learnt how to make friends
• does not realise that other children will treat him exactly as he treats them
• does not realise that other children deserve as much attention as her
• must learn that he will never get his own way by giving cheek.

Writing reports can be an daunting task in your first year, but take heart knowing that when you have completed it once, it will be easier next year.

Suggested further reading
Cowley, S. (2003) How to Survive your First Year in Teaching. Continuum International: London

The above advice was provided for ATL by teaching specialist Hazel Bennett, author of The ultimate teachers' handbook. Hazel can be emailed at hazel@hazelbennett.co.uk.