Report Comments (early Years)

Report Comments (early years) Dear Teacher, Thank you for downloading this example of report comments (early years). We hope this helps and we wish you the very best of luck! The Tutors’ Association is a non-profit making organisation supporting teachers and educational charities in the UK and worldwide. Our home tutors earn between £17-£22 per hour and all teachers are very welcome to apply. Thank you for your support Yours faithfully, The Tutors’ Association www.thetutorsassociation.co.uk

Literacy

he/she holds a pencil comfortably and correctly he/she can shape a range of letters correctly. he/she now forms and shapes most of / letters clearly. he/she produces recognisably different marks for writing and drawing. he/she is beginning to form some recognisable letters. he/she is starting to model some letters of the alphabet in the sand he/she can trace along vertical lines. he/she is beginning to trace anti-clockwise movements. he/she picks up small objects and arranges them with some accuracy he/she enjoys spreading paint across a large surface. he/she can draw lines and circles in / painting. he/she is gaining greater control of fine motor movements. he/she is developing / gross motor skills. he/she manipulates objects with increasing control. he/she is starting to use one handled tools and equipment. he/she is starting to develop greater manipulative skills. he/she is starting to have more hand-eye co-ordination. he/she is starting to use some punctuation in / writing. he/she is starting to recognise that a sentence has a capital letter at the beginning and a full stop at the end. he/she is starting to form simple sentences.

he/she can recall increasing detail from a story. he/she listens with increasing attention during story time. he/she is increasingly making meaningful comments. he/she uses signs and gestures to communicate. he/she communicates / ideas in a number of different ways. he/she responds to familiar objects and people. he/she is attentive when the conversation is about something that interests . he/she usually listens to others in one to one or in small group conversations. he/she participates in simple action songs. he/she joins in with the chorus or repeated phrases. he/she listens to favourite nursery rhymes, stories and songs he/she generally speaks in single words. he/she is starting to talk about what he/she sees. he/she is starting to talk about what he/she is doing he/she demonstrates interest in what he/she sees. he/she shows interest in what he/she is doing. he/she expresses / needs non-verbally.

he/she has a growing vocabulary he/she expresses / needs verbally he/she asks simple questions. he/she speaks in short phrases. he/she is starting to link cause and effect. he/she is starting to describe what is happening and what might happen. he/she is increasingly using more words to describe things he/she has done. he/she is increasingly using words to describe what is happening. he/she is starting to sequence events and to describe these in the order in which they took place. he/she talks about visits we have made and he/she experiences we have shared. he/she responds to questions to clarify what is happening. he/she uses words to he/she plain what is happening in / play. he/she uses words, as well as actions and objects, to recall past he/she experiences. he/she tries to he/she plain what might happen he/she he/she uses talk to he/she plain what is happening. he/she talks about the changes that he/she is making. he/she talks about what is happening. he/she talks through what he/she is doing. he/she uses limited words to describe what he/she is doing. he/she is mainly concerned with what is happening here and now. he/she tends to use actions instead of words to he/she press / ideas. he/she uses words to sort and group objects and to sequence events. he/she can tell a story from a picture book. he/she is increasingly taking account of the views of other children. he/she uses talk to resolve disagreements. he/she is increasingly listening to what others say. he/she starts up conversations with others. he/she thinks carefully before speaking. he/she uses actions as well as words to he/she plain what he/she is doing.

he/she tends to talk alongside other children rather than to take turns. he/she expresses / ideas in simple, well-structured sentences. he/she asks simple questions to gain further information. he/she is gaining increasing confidence in speaking with others he/she can explain in simple terms how things happen and work. he/she asks questions about why things happen. he/she can describe the main story line, events and the main characters in a story.

he/she has a growing vocabulary. he/she contributes to discussions. he/she is listening more carefully. he/she talks confidently in a group. he/she is starting to recognise which letters represent some of the sounds we have been working on. he/she recognises the beginning of a word and can suggest other words with similar beginnings. he/she can identify a number of similar rhyming words. he/she is starting to recognise similar sounds in a variety of words. he/she is starting to contribute to simple rhymes. he/she is starting to recognise similarities in rhyming words. he/she is showing increasing interest in the rhythm of a song, piece of music or a nursery rhyme. he/she expresses / feelings through a range of vocabulary. he/she can explain a sequence of events. he/she asks questions to clarify / ideas. he/she tries to talk through problems. he/she uses language to recreate different roles. he/she uses language confidently in / imaginary play. he/she uses language to recreate he/she experiences. he/she is using talk for a variety of purposes. he/she likes to he/she experiment with words and sounds. he/she is beginning to associate sounds with letters and words. he/she is starting to make up own stories, songs, rhymes and poems. he/she responds to stories, songs, music, rhymes and poems. he/she listens with enjoyment to stories, songs, music, rhymes and poems. he/she is attentive during he/she tended discussions. he/she uses printed materials in / play. he/she enjoys listening to and using spoken language. he/she retains and gives simple messages. he/she is taking greater notice of what others say. he/she is now taking turns in conversation. he/she is increasingly interacting with the other children. he/she responds to the beat and rhythm in music and action songs. he/she is starting to initiate sounds with / voice. he/she can distinguish one sound from another. he/she enjoys rhymes and rhythm in music. he/she uses talk in / imaginary play. he/she can he/she press a sequence of ideas and events. he/she is starting to group together their experiences. he/she can read a range of familiar words and simple sentences with little adult support. he/she can read a range of familiar and common words.

he/she can retell a story in the correct sequence. he/she enjoys he/she exploring and he/she experimenting with sounds. he/she knows that information can be gathered from the computer. he/she recognises that books provide information. he/she is starting to recognise some familiar words. he/she is now enjoying a range of books. he/she turns the pages of a book as the story is being told. he/she holds a book the correct way up. he/she can suggest how a story might end. he/she is starting to distinguish letters from numbers. he/she recognises that books have a purpose and that print conveys meaning. he/she is starting to retell a story from the pictures in a book. he/she recognises the beginning, middle and end of a story. he/she shows interest in the printed word around... he/she shows interest in the illustrations and print in books. he/she listens to and joins in with stories and poems in a small group. he/she listens to and joins in with stories and poems on a one to one basis. he/she is sounding out simple regular words with some accuracy. he/she is starting to use phonics to write simple regular words. he/she is naming the letters of the alphabet. he/she is now linking sounds to letters. he/she can hear and say the short vowel sounds in familiar words. he/she can hear and say the initial and final sounds of a variety of words. he/she can hear and say the initial sounds of a number of words. he/she recognises each of the letters in / name. he/she recognises the sound of / own name and that of other children in the group. he/she can write / own name. he/she recognises letters by shape. he/she adds labels to / drawings. he/she uses mark making in / play he/she handles books with care. he/she has favourite books. he/she can label / drawings and add captions. he/she is starting to lay out writing in different ways for he/she ample lists and instructions. he/she will attempt writing for a number of different purposes. he/she is linking the sounds of familiar words with those he/she is trying to write. he/she is starting to sound out simple regular words as he/she writes them. he/she is now using / phonic knowledge to write simple regular words. he/she can write / own name with help. he/she is starting to write in order to communicate / ideas. he/she is using writing to record events. he/she is starting to relate the spoken word to that which is written. he/she recognises that writing is used for different purposes. he/she is starting to 'write' simple lists and instructions in / own way. he/she can describe the meaning of the marks he/she has made. he/she can explain the meaning of some of the marks he/she has made. he/she is starting to add labels to objects using mark making. he/she makes marks through painting and drawing. he/she uses non-fiction books to find out information. he/she recognises that he/she can find out the answers to some simple questions through non-fiction books.

he/she recognises that information can be gathered from non-fiction books. he/she knows how familiar stories start. he/she knows how to order the events in a story. he/she recognises the main characters in a story. he/she recognises that print conveys meaning and, in English, is read from left to right and from top to bottom.

Numeracy

he/she is becoming ever more interested in number activities. he/she is starting to match similar numbers together. he/she is starting to recognise the number of objects in a group. he/she shows an increasing interest in numbers. he/she will attempt to count and orders some numbers correctly he/she uses some number names accurately. he/she recognises some numbers in / play. he/she uses some number names in / play. he/she uses some mathematical language when playing such as ' under' and 'above' he/she enjoys joining in with number rhymes and songs. he/she recognises when there are more or less. he/she is aware that numbers have names. he/she shows an interest in numbers and counting. he/she can count up to ten everyday objects reliably. he/she can say and count numbers in the correct order in familiar situations. he/she can identify missing numbers in a series. he/she is starting to recognise / errors when working with simple numbers. he/she can select the correct numeral to represent from one to nine objects. he/she can select the correct numeral to represent from one to five objects. he/she can count up to 10 objects correctly from a larger group. he/she recognises numerals from one to nine. he/she recognises numerals from one to five. he/she can represent small numbers using / fingers. he/she represents numbers in / drawings and paintings. he/she recognises the number associated with / age or address. he/she can count with one-to-one correspondence up to four. he/she can count with one-to-one correspondence up to three. he/she groups objects together to help. count. he/she is starting to estimate larger numbers. he/she can count to ten forwards and backwards with increasing accuracy. he/she is starting to use / mathematical knowledge to solve simple problems. he/she recognises numerals from one to nine. he/she follows simple directions in movement and play activities. he/she is becoming aware of similar shapes in the world around .. he/she recognises familiar shapes around .. he/she is starting to make simple patterns with shapes. he/she is starting to arrange different shapes together. he/she shows an interest in shape and space when playing. he/she is starting to make up / own number problems for other children to solve. he/she increasingly enjoys solving simple number problems. he/she is starting to recognise that subtraction is about taking away. he/she is beginning to relate addition to combining two groups of objects. he/she can find 'more' or 'less' than a number from one to ten. he/she uses the words 'more' or 'less' when comparing two numbers. he/she is starting to use the language associated with adding and subtracting. he/she is starting to use mathematical language such as 'add' and 'one less'. he/she can count on from any number up to nine. he/she can recite a series of numbers without always starting at one. he/she is starting to develop / own ways of solving simple number problems. he/she can find the total number of objects in two groups. he/she is becoming increasingly confident about using numbers. he/she is becoming increasingly involved in number problems.

he/she is starting to understand that objects cannot be shared equally. he/she recognises that several groups of different objects may all have the same total number. he/she relates to numbers and number problems in games and number songs. he/she is starting to share out objects in different ways. he/she is starting to share out objects in different ways. he/she shares out objects with other children. he/she shows an interest in number patterns. he/she is starting to recognise the difference between 'more' and 'less'. he/she can compare two groups of objects and say when they are equal in number. he/she can talk about, recognise and recreate simple patterns. he/she uses language such as 'greater', 'smaller', 'heavier' or 'lighter' to compare quantities. he/she uses positional language with increasing confidence. he/she can instruct a programmable toy. he/she knows which is heavier or fuller. he/she can order two items by weight or capacity. he/she can order two or three items by length. he/she recognises when the two sides of an object are the same. he/she can now name particular properties of shapes, for instance, 'corners' and 'four straight sides'. he/she can name a number of different two-dimensional shapes. he/she can name some solid three-dimensional objects. he/she is starting to cut materials to size. he/she recognises when one object is longer or shorter than another. he/she can order two items by length or height. he/she can describe a simple journey and the route taken. he/she can follow directions and find an object. he/she recognises the same shape in objects of different sizes. he/she can select shapes that will fit in to given space. he/she can match some shapes by recognizing similarities. he/she can complete some simple jigsaws with adult support. he/she is starting to match similar shapes together. he/she is beginning to talk about the shapes of everyday objects. he/she can select a particular shape for a purpose. he/she can distinguish one shape from another in / construction play. he/she is starting to recognise light and heavy objects. he/she knows when a container is full or empty. he/she recognises objects that are large or small. he/she is starting to use language associated with position such as 'behind' and 'in front'. he/she uses simple directions in / play he/she enjoys he/she exploring objects. he/she can now select a named shape. he/she can bend a shape to fit. he/she uses language such as 'circle' or 'bigger' to describe the shape and size of solids and flat shapes. he/she is using / developing mathematical ideas to solve simple practical problems. he/she recognises and names 'circle', 'square', 'rectangle' and 'triangle'. he/she is becoming ever more confident in solving simple practical problems. he/she uses everyday words to describe position

Social and Physical Development

c is starting to gain an understanding about space. he/she attempts to manoeuvre around equipment and obstacles. he/she moves carefully around others and equipment. he/she has a good awareness of space. he/she has good control on climbing apparatus. he/she moves with control and co-ordination. he/she is starting to evaluate / movement and dance sequences and to suggest improvements. he/she shows imagination in dance and movements activities. he/she can respond to music, rhymes and stories in a variety of ways. he/she responds to verbal and non-verbal signals. he/she is developing improved fine motor skills. he/she shows greater control over / movements. he/she is using movement and dance to achieve a particular effect. he/she is prepared to he/she experiment with different ways of moving. he/she can put together a sequence of movements. he/she works well with others in dance and movement activities. he/she contributes well to group dance and movement activities. he/she is confident on climbing apparatus. he/she is increasingly well co-ordinated. he/she shows increasing enjoyment and confidence in dance and movement activities. he/she is increasingly aware of others and moves around them with care. he/she can adjust the speed and direction of / movements to the instructions provided. he/she is learning to move in a variety of ways and has greater control over / movements. he/she is becoming more confident in using movement to express / feelings. he/she claps along to music, rhymes and songs. he/she can combine and repeat a sequence of movements. he/she displays greater co-ordination. he/she is learning how to move large toys around. he/she understands what is healthy and what is less healthy and why. he/she recognises the need to be fit and healthy. he/she is aware of / own limitations when he/she exercising. he/she appreciates the need for he/she exercise. he/she recognises the need to be healthy. he/she is starting to understand what it means to be healthy. he/she is starting to appreciate the effects of he/she exercise on / body. he/she is starting to appreciate what is healthy and what is less healthy. he/she is starting to make decisions for .self. he/she is becoming increasingly independent. he/she is taking increasing responsibility for / own needs. he/she needs some adult support when eating. he/she is starting to recognise when he/she is tired and needs to rest. he/she is increasingly asking for help when he/she needs it. he/she will ask if he/she needs to go to the bathroom. he/she will ask if he/she needs to go to the toilet. he/she is starting to show an awareness of / own needs with regard to eating, sleeping and hygiene. he/she has well developed spatial awareness. he/she is aware of the safety and needs of other children in group activities. he/she is showing a preference for using the right hand when handling materials and equipment. he/she is showing a preference for using the left hand when handling materials and equipment. he/she is starting to adjust movements according to the space available. he/she has increasing control over / movements.

he/she starting to accept rules and recognise why we have rules. he/she can follow simple instructions well. he/she is increasingly aware of the other children and is more prepared to share. he/she is increasingly happy to play alongside other children. he/she shows an increasing sensitivity to other children and what they want to do. he/she is prepared to persevere when learning a new skill he/she can shape and form materials to achieve the result he/she wants. he/she enjoys working on large scale materials. he/she is starting to learn some of the words associated with shaping and cutting materials. he/she is starting to manipulate materials to achieve the effect he/she wants. he/she recognises that tools and equipment need to be used safely. he/she uses tools to follow and create patterns. he/she uses an increasing range of materials in / mark making. he/she engages in mark making activities. he/she is starting to demonstrate some control in cutting and shaping materials. he/she tends to grasp tools and equipment with two hands together. he/she is starting to use one-handed tools and equipment. he/she enjoys practising cutting and shaping skills. he/she is starting to shape and cut materials with adult support. he/she enjoys working with materials and tools. he/she follows instructions carefully. he/she has well developed gross motor skills for / age. he/she has well developed fine motor skills for / age. he/she uses a range of large and small equipment competently. he/she uses a range of large and small equipment with confidence. he/she is developing greater co-ordination skills. he/she plays co-operatively with other children. he/she actively participates in small group ball games. he/she is able to throw and catch objects with increasing success. he/she manipulates materials in a variety of ways to achieve the result he/she wants. he/she demonstrates increasing control when handling materials and small play equipment. he/she shows increasing co-ordination when using large construction materials. he/she enjoys constructing with large materials. he/she shows increasing control when using large play equipment. he/she shows increasing confidence in using large play equipment. he/she enjoys using large moveable toys and small wheeled vehicles in the play area.

he/she always shows interest and he/she excitement in the activities offered. he/she has great confidence in initiating his own ideas and he likes to share his ideas with the class. he/she is now starting to appreciate the needs, views and feelings of others. he/she is usually happy to take turns and share with other children but needs a gentle reminder at times. he/she is aware of how to behave within the classroom and generally can be relied on to behave well. he/she is confident in using a range of resources. he/she can solve simple problems with some adult support. he/she selects activities and resources independently. he/she understands what is right and what is wrong and he takes responsibility for his own actions. he/she can play and work well alongside other children in both small and larger groups. he/she takes turns and shares fairly. he/she has developed good relationships with the adults in the setting and talks freely with them. he/she is sensitive to the needs, views and feelings of others. he/she can concentrate for he/she tended periods of time to complete a task. he/she is eager to learn and tries his best at all times. he/she is eager to learn. he/she shows interest and he/she excitement in the activities offered in the classroom. he/she has a good understanding of right and wrong and he always behaves well in school. he/she takes responsibility for his own actions and he recognises the consequences of his actions on others. he/she initiates play with other children and will look after a classmate who is feeling left out or poorly. he/she can concentrate for he/she tended periods of time on topics of his choosing. he/she is fascinated by the feel and appearance of different materials. he/she likes to join in with favourite songs and rhymes and he is now he/she tending the range of songs he knows. he/she enjoys joining in with dance and ring games. he/she is increasingly observant and he is beginning to try to recreate what he sees. he/she is usually attentive and listens to others. he/she is a sociable boy who is sensitive to the needs, views and feelings of others. he/she can play and work well alongside other children in both small and larger groups. he/she understands what is right and what is wrong and will accept the discipline of school. he/she is confident in using a range of resources and has confidence in him and what he can do. he/she can concentrate for he/she tended periods of time on a single task. he/she selects activities and resources independently. he/she is confident in using a range of resources. he/she recognises the consequences of her actions for herself and for others. he/she takes greater responsibility for her own actions. he/she takes turns and shares fairly. he/she recognises how to behave in a variety of different situations. he/she is learning to he/she press her feelings in a variety of ways. he/she is more confident now in initiating her own ideas.

he/she can concentrate for he/she tended periods of time. he/she is confident about speaking in a familiar group.

Art and DT

he/she is starting to match and mix colours for a specific purpose. he/she now selects a particular colour for a specific purpose. he/she is starting to use the space available to / in creative activities. he/she recognises that materials can be joined together or combined to give a different effect. he/she is starting to mix he/she / own colours. he/she is increasingly prepared to he/she experiment with a range of materials and equipment. he/she is starting to recognise what would happen when making changes to / work. he/she is recognising increasingly how he/she can control materials and tools. he/she is beginning to use a variety of words to describe the the/she texture of materials. he/she is beginning to describe the the/she texture of things. he/she is starting to recognise the differences in marks made and movements he/she is starting to make three-dimensional structures in / creative play. he/she is increasingly he/she exploring a range of different materials. he/she is fascinated by the feel and appearance of different materials. he/she is starting to become aware that he/she can use a number of / senses when he/she exploring materials. he/she is starting to sort materials by colour. he/she is beginning to recognise different colours. he/she recognises how / work and skills could be improved further. he/she demonstrates that he/she can handle materials, tools and objects with increasing control. he/she needs little adult support when working with materials and tools. he/she uses a variety of materials and tools safely. he/she holds a pencil comfortably and correctly. he/she can cut and shape materials accurately. he/she can use materials and tools effectively. he/she handles materials and tools safely with a minimum of adult support. he/she recognises how to hold a pencil correctly. he/she recognises how to use tools correctly. he/she is becoming increasingly aware of how to handle materials and tools safely.

Music and Drama he/she is he/she pressing / feelings about a piece of music or a dance. he/she is recognising how different instruments can be played. he/she is now describing / own movements in greater detail. he/she can create own movements in response to a piece of music. he/she can copy a series of movements in response to a piece of music. he/she is beginning to describe different types of music and sounds, for instance, 'slow', 'fast', 'loud' and 'quiet'. he/she is starting to recognise how he/she can adapt a sound. he/she can tap out a simple repeated rhythm. he/she is recognising the beat and rhythm in a piece of music. he/she tries to make up / own simple songs. he/she knows the words of some simple and familiar songs. he/she is starting to recognise a variety of different instruments and the sounds they make. he/she enjoys playing instruments alongside an adult. he/she is starting to link sound and movement in our activities. he/she enjoys joining in with dance and ring games. he/she is now recognising a variety of different sounds. he/she enjoys playing with musical instruments and making different sounds. he/she likes to join in with favourite songs and rhymes.

he/she presses / feelings about a piece of creative work. he/she works with increasing skill in a variety of creative activities. he/she can talk about what he/she wants to do and how he/she might achieve this. he/she makes imaginative two and three-dimensional models. he/she likes to he/she experiment with a variety of materials. he/she adds increasing detail to / creative work. he/she increasingly makes choices and selects materials for / creative activities. he/she is confident about work creatively on a large and small scale. he/she is paying increasing attention to detail in / creative activities. he/she represents / creative ideas in a variety of ways. he/she is using a range of tools to create different the/she textures. he/she shows an interest in what he/she sees, hears, smells, touches and feels. he/she is using / creative play and work to recreate situations and invent new ideas. he/she is increasingly able to describe / own creative work and why he/she has chosen to do it in this way. he/she is very imaginative in / play. he/she presses / thoughts and feelings through a range of creative activities. he/she is starting to make links between the imaginary world and / own play. he/she includes scenes in a story in / own play. he/she enjoys acting out a story with other children. he/she can play alongside other children on a shared activity. he/she can depict a story in / own play. he/she can create a series of movements and actions to represent a scene. he/she likes to recreate objects and events in / own creative play. he/she is becoming more involved in / creative play. he/she takes notice of what is happening around .. he/she copies what the adults do in the setting. he/she likes to imitate what the adults in the setting do. he/she uses a variety of objects to act out a situation or event that is familiar to .. he/she likes to engage in pretend play. he/she is more engrossed in music making. he/she recognises repeated sounds and sound patterns in a piece of music. he/she recognises the chorus in a song. he/she appreciates that a musical instrument can produce different sounds. he/she recognises that instruments can be played in a variety of ways. he/she can represent a piece of music through a series of different movements. he/she matches movements to the mood of a piece of music. he/she can sing a number of simple songs from memory. he/she enjoys he/she experimenting with different instruments and the sounds that can be made. he/she is now he/she tending the range of songs he/she knows. he/she is enthusiastic about a number of different creative activities. he/she enjoys being involved in a variety of different creative activities. he/she communicates / thoughts and feelings through different types of creative work.~ c communicates / creative ideas through using a variety of different materials. he/she expresses / creativity in a number of different ways. he/she responds in a variety of ways to the he/she experiences provided. he/she is starting to make comparisons between / work and that of others. he/she listens carefully to other children when they are describing their work. he/she can talk about / work with other children and with adults. he/she welcomes help, advice and guidance in / work. he/she is starting to discuss / creative work further with other children and with adults. he/she talks about / plans and describes what he/she is trying to achieve.

he/she is starting to plan / creative work in advance. he/she is starting to select particular types of activities to he/she press / thoughts and ideas. he/she tries to recreate he/she experiences and responses through music, dance, words, paint and other materials. he/she can describe he/she experiences and events through a range of different types of creative activity. he/she is demonstrating an understanding of different and new he/she experiences. he/she is he/she pressing / he/she experiences and feelings in a variety of ways. he/she is using a growing vocabulary to describe / feelings and he/she experiences. he/she is using / senses increasingly to he/she explore objects, materials and events. he/she expresses / feelings in a variety of ways. he/she shows pleasure and dissatisfaction in what he/she can and cannot do. he/she is responding well to a number of different he/she experiences. he/she demonstrates a variety of responses to what he/she sees, hears, smells, touches and feels. he/she is recognising and using / senses in a variety of situations