Reporting

“The purpose of reporting is to support and improve learning”

It should be an on-going process which provides clear information on a learner’s strengths, areas for development and specifically what needs to be done to ensure continued progress and improved standards of achievement. As much as possible learners should be involved in the reporting process through on-going reflection and dialogue about their learning. It is also important that reporting fully involves and values the role of parents and carers. We know that parental engagement has a significant impact on learners’ progress.

The National Improvement Framework highlights the importance of engaging learners and parents/carers effectively in approaches to reporting. Crucially, it emphasises the value of ensuring parents/carers are supported to enable them to play an active role in their children’s learning and achievement.  It recommends that schools should develop ‘simpler more effective means of reporting that emphasise the quality of engagement rather than an over-reliance on lengthy paper-based approaches’.

Based on the above advice, as well as what our families have told us, we have developed the way we communicate with you around your child’s progress at school.

We hold three Learning Conversation sessions which are opportunities to meet with class teachers.  You should leave these meetings with an understanding of where your child is in their learning as well as what their next steps are.

We use Seesaw as a means to share targets and significant learning with our families and as a way for children to reflect on their learning.  Seesaw will also be used as a means to provide you with updates as to what is happening in class.  

At the end of session, there will be a ‘pupil as a learner’ comment from the teacher, as well as an overview report of what levels your child has achieved across the curriculum as well as the progress they are making in literacy and numeracy.  

This overview report will tell you what Level your child has achieved, and in literacy and numeracy it will also let you know what progress they are making between the levels (the progress towards the next Curriculum for Excellence level).

Progression is indicated through curriculum levels, which are explained below. 

Level  Stage 

Early The pre-school years and P1, or later for some. 

First To the end of P4, but earlier or later for some. 

Second To the end of P7, but earlier or later for some. 

Third and Fourth S1 to S3, but earlier for some. 

The fourth level broadly equates to SCQF level 4. Senior phase S4 to S6, and college or other means of study.

Therefore, the Level a child achieves will not change for a number of years - what we will discuss and report on is how much progress (some, good and very good) is being made through/towards the next level.