1. Reporting to Others To secure knowledge and understanding of:- Statutory requirements. Good practice. To enable reflection about: What schools need to know. What parents need to know. What colleagues need to know. Do I have the communication skills required? To identify: My requirements as a member of my school team. What I need to acquire to be effective. How I'll practice and develop my own skills. 1

2. Reporting is about accountability Accountability is an ethical concept, it concerns: proper behaviour, and it deals with the responsibilities of individuals and organisations for their actions towards other people and agencies Three stages (audience) of accountability: (i) defining accountability to whom or for what, (ii) informing the stakeholders, and (iii) judgement, which can lead to affirmation or sanctions. 2

3. Identifying the Issues 1.Use the grid on Handout 1 to identify the groups teachers report to. Then consider what a teacher might report on and how. 2.Highlight the area that most concerns, interests or worries you at the moment. 3 Feedback as a group and collate priorities of concern

4. 4 Who Do Teachers ‘Report’ To? To pupilsAssessment results, oral & written feedback, written reports To parentsInformal - conversations, through child (is it ever informal?) Formal - planned meetings, written reports, assessment results (statutory & non statutory), SEN To governorsInformal - conversations (is it ever informal?) Formal - reporting e.g. as subject/strand lead To senior staffInformal & formal, reporting pupil progress, assessment data, curriculum/strand development (as lead next year) To colleaguesTAs, other teachers working with your class, other teachers working with your class, information to next teacher, support services e.g. EP, OT etc. - all usually 2 way reporting. Social CareContribute to or write completely reports for Case Conferences etc. To communityMostly informal - community events e.g. school fair, carol singing, local press, other activities To Government (DfE, Ofsted, HMI, LA etc.) mostly statutory Never informal! - Inspection, quality marks, reviews, special needs reports, child protection reports, police, HMI, solicitors, subject/theme reviews

5. Annual Reports – the legal bit Headteachers are responsible for ensuring that they send a written report to parents on their child's achievements at least once during the school year. The Education (Pupil Information) (England) Regulations and Amendments prescribe the minimum content of pupils' reports. Schools may issue more than one report, provided that the minimum information is sent to parents by the end of the summer term. For all pupils Brief comments of a pupil's progress in each subject and activity studied as part of the school curriculum. These should highlight strengths and development needs. The pupil's general progress. Arrangements for parents to discuss the report with a teacher at the school. A summary of the pupil's attendance record during the period to which the information in the report relates. 5

6. Preparation 1.Get advice from an experienced colleague about the process in your school 2.Start preparation in good time, think ahead 3.Be nice to the admin staff! 4.Read some good reports in your school 5.Reread your pupils previous written reports Previous/present statutory assessments Previous meetings/comments to parents by any member of staff Previous parent comments/letters etc. Annual Reviews etc. 6.Print off assessment tracking sheets & look at pupil targets 7.Review previous assessments 8.Collect your evidence together – assessments, colleague comments incl. TAs etc. Remember all aspects of school life e.g. sports achievements 6

7. Parents want to know three things: 1. What is my child like in class? Be careful here - parents love their children but they need to know the truth to help them move forward. Tell parents the truth, but always see some good in the child. It gives huge weight to your comments if it's clear that you like their child. 2. How well are they doing? Particularly, parents want and need to know where their child stands absolutely - compared to all other children. 'Top in 5N' is not very helpful, nor is '85% in the recent test - against what standard? They need to know what their child is good at, and what bits they struggle at as well. 3. Targets for improvement. Most parents want to be able to sit down, read your report and say to the child - 'I like the way..., but I see that... and so we've got to get that right - these are the things you need to do to improve and I will help you by.......' 7

8. 2. Writing the reports Think about avoidable errors If writing on a template you can then copy over the basics e.g. date, your name, class etc. Fill in the objective details first e.g. name, DOB, attendance, sporting or other achievements, anything special done/achieved that year Describe succinctly where child is at and next step Be aware of children in sensitive situations – discuss with a senior member of staff Don’t be bland, be truthful but professional ensure you have evidence to back up statement Parents want to know about their child If you are not sure you’re doing it right – ask Get first couple checked by senior teacher Use spell check and check again – get someone else to read them before submitting them Don’t leave it to the last minute to hand them in. 8

9. Writing an Annual Report Think of a child who exhibits difficult behaviours in your class. Write one sentence describing the behaviour and a second sentence on what would be an appropriate next step s/he could make – as if you are writing it in a report. 9

10. Reporting to Parents – Parent Meetings Preparation What are the school’s expectations? What do colleagues actually do? Check timings, lists, letters out etc. Don’t over book What is the role of TAs? Who else will be around to direct parents towards e.g. SENCo, phase leader, Head? Collect your paperwork together - get all the names right Set up your room/space – you are in control remember Have a bottle of water at hand What will you wear? Make sure you have a break at some point Have a watch on the table – useful to pick up! 10

11. Reporting to Parents – Parent Meeting Possible issues So much depends on the time of the year –The parent with the notebook! –The potentially aggressive parent –The bad/difficult news situation –The divorced/separating parents –Timing goes awry –Parent turns up very late –A parent asks you something you don’t know 11

12. Reporting to Parents – these I have known……. In pairs or threes One/two of you are the parent/s and the other the teacher. Choose a scenario ‘Parent’ challenges and asks questions, be as awkward or pushy as possible. Swap over roles and try a second scenario. 12