Report phrases for English: reading, writing, and everything in between

English takes up more space in a primary report than almost anything else, and rightly so. But it also has the most potential to go wrong — to tip into vagueness, repetition, or phrases so familiar they've stopped meaning anything.

These phrases are designed to be specific enough to feel real, and flexible enough to work across year groups.

Reading — lower attainment

• “[Name] is developing his phonics knowledge and is applying it with increasing consistency when reading aloud.”
• “She is making progress as a reader and is beginning to read with more fluency. Daily reading at home will continue to make a difference.”
• “He is working on building stamina for reading and is gradually increasing the length and difficulty of the texts he can engage with.”

Reading — expected

• “[Name] reads with fluency and expression and is developing her ability to discuss texts thoughtfully.”
• “He is confident with inference and is beginning to explore how authors use language to create effect.”
• “She reads widely and with genuine enthusiasm, making ambitious choices and engaging deeply with what she reads.”

Reading — greater depth

• “[Name] is an exceptionally perceptive reader. She reads with a critical eye, noticing technique and intention in the texts she encounters.”
• “He approaches texts analytically and consistently supports his interpretations with detailed reference to the text — a skill that will serve him well in secondary school.”
• “She reads voraciously and with real discrimination. Her ability to discuss literature is well beyond her years.”

Writing — lower attainment

• “[Name] is developing his writing confidence. He is beginning to produce more sustained pieces and is working on using full stops and capital letters consistently.”
• “She is making progress with writing and is developing her ability to plan before she writes, which is improving the quality of her finished work.”

Writing — expected

• “[Name] writes with growing confidence and uses a range of sentence structures and punctuation accurately.”
• “She produces well-organised writing that shows clear awareness of purpose and audience.”
• “He is developing his ability to edit and improve his own work, which is a significant sign of progress.”

Writing — greater depth

• “[Name] writes with real control and sophistication. Her vocabulary choices are deliberate, her sentences are varied, and her work is consistently engaging to read.”
• “He is an outstanding writer who brings originality and real craft to everything he produces.”
• “She writes with a distinctive voice that comes through in everything she does — her work is a genuine pleasure to read.”

Spoken language

• “[Name] contributes confidently to class discussions and listens carefully to others' points of view.”
• “He is developing his ability to articulate his ideas clearly and is growing in confidence when speaking to the class.”
• “She is an excellent communicator who expresses herself with clarity and conviction.”