How to write reports for EAL pupils

Writing reports for pupils with English as an Additional Language requires a particular kind of care. The challenge is capturing what is genuinely complex — a child's academic ability, their language development, and the interaction between the two — in a way that is honest, specific, and useful to a parent who may themselves be navigating English as an additional language.

The fundamental distinction: language development vs. academic ability

The most important principle in writing reports for EAL pupils is maintaining a clear distinction between a child's English language development and their academic ability. These are related but separate.

A child who has been in an English-speaking school for six months may produce written work that reads as significantly below age-related expectations — but their underlying mathematical reasoning, scientific thinking, or literary understanding may be at or above expected levels. A report that characterises this child as “struggling across the curriculum” is potentially inaccurate and almost certainly unhelpful.

Be specific about what is a language barrier and what is an academic one. “She is developing her English writing fluency, which means her written work does not yet fully reflect her understanding” is a different and more accurate statement than “she is working below the expected standard in writing.”

Capturing genuine progress

Progress in EAL is often rapid, particularly in the first two years of English immersion — and it often doesn't show up in attainment data in a way that reflects the actual achievement involved. A child moving from silence to confident verbal participation is making remarkable progress. Name it.

“[Name] arrived in our class in September with very limited spoken English. By the spring term, she was contributing to class discussions, asking questions, and beginning to produce independent written work in English. The progress she has made this year is significant.”

A note on writing for parents with EAL

Some parents of EAL pupils will be reading reports in what is also an additional language for them. Where possible, write with clarity and directness — short sentences, limited jargon, plain English. Avoid idioms that may not translate.

If your school uses a translation service for parent communication, the report may be going through one. Writing with that in mind — not oversimplifying, but being precise and clear — produces better translations and more useful information for the family.

Phrases for EAL reports

• “[Name] is developing his English rapidly and is increasingly able to communicate his understanding both verbally and in writing.”
• “She participates confidently in spoken activities and is developing the written fluency to match the ideas she expresses verbally.”
• “[Name]'s English is developing well. He is beginning to write independently and the quality of his ideas consistently outpaces the language he currently has to express them — something that will resolve as his English develops.”
• “She is a thoughtful and capable learner whose potential is clearly visible across all areas of the curriculum.”