ENGLISH

 ~ enjoys discussing texts in the English and ~ general written work is now better
organised, and structured more thoughtfully.
 ~ has been encouraged to take an active part in shared reading and writing activities
as well as independent work.
 ~ has recently made good progress in this area of the curriculum, and now shows
greater confidence in ~ ability to express himself on paper.

Speaking & Listening

 ~ listens attentively. When asked to talk about ~ work, ~ reports back clearly and
concisely.
 ~'s spoken comments are often perceptive and reflect ~ well-developed listening
skills.
 When asked to talk about Literacy texts, ~ speaks in front of an audience with
confidence, and shows a super understanding of the ideas under discussion.
 ~ listens attentively, responds well to the ideas of others and can report back clearly
and concisely.
 ~ listens attentively and responds well to the suggestions and ideas of others.
 ~ listens attentively in class.
 ~ listens extremely well, and invariably makes perceptive comments during
discussions.
 ~ contributes well to class discussions, offering quite perceptive comments.
 ~ contributes well to class discussions, often injecting some humour, and is willing to
justify ~ opinions and feelings to others.
 ~ is not afraid to express ~ feelings and opinions to others during class discussions;
and speaks with greater clarity and thought.
 ~ is well informed, and quietly puts ~ point of view over in class discussions. ~ listens
with interest during these sessions.
 ~ is well informed. ~ listens with interest during class discussions and is very
composed when answering questions.
 ~ acting skills are super, and ~ can deliver ~ lines with aplomb.
 ~ listens superbly, and can put forward ~ own points of view clearly and articulately.
 ~ contributes well to discussions, usually paying close attention to what is being said.
~ is quite shy in a class situation and must learn to value, and put forward, ~ own
opinions.
 ~ contributes well to class discussions, offering quite perceptive comments, and
always listens attentively. ~ makes excellent responses to stories and poems.
 ~ is a good contributor to class discussions, and latterly is thinking more carefully
about the point ~ is trying to make.
 ~ is quite shy in a class situation but has learned to value, and put forward, ~ own
opinions.
 ~ listens well to others and comments sensibly on what has been said when asked to
do so.

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 When asked to talk about ~ work in a group, ~ is beginning to participate more
readily and can express ~ point of view sensibly. ~ is able to discuss a book's plot,
demonstrating a good understanding of the material read.
 ~ generally listens attentively and makes good responses to stories and poems. ~ can
be self-conscious about speaking in front of others.
 ~ listens well in discussions and is joining in with more enthusiasm. ~ generally
thinks carefully about the point ~ is trying to get over to others.
 ~ is not a confident speaker, but enjoys listening to stories. ~ is beginning to take part
in discussions, and give ~ point of view.
 ~ must curb ~ tendency to daydream when involved in class discussions.
 ~ joins in quite well during class discussions.
 ~ listens well in class, and is not afraid to express ~ feelings and opinions to others. ~
needs to remember to indicate when ~ is unclear about an idea under discussion.
 ~ is beginning to take part in discussions, but usually has to be encouraged to do so.
 ~ is beginning to participate more readily during discussions and can express ~ point
of view sensibly.
 When asked to talk about ~ work in groups, ~ will quietly offer ~ views and opinions.
 During class discussions, ~ contributes ~ views confidently but becomes distracted
when listening to others.
 During class discussions, ~'s verbal contribution is not as high as it could be. ~
responds more confidently in a small group situation.

Reading
 ~ has achieved full fluency in ~ reading and has good expression when reading aloud.
 ~ is expected to read a variety of materials. ~ can create atmosphere when reading
aloud, by varying pace and intonation and is deriving more pleasure from ~ books.
 ~ reads independently showing good expression and understanding. ~ has an affinity
with books and enjoys silent reading. ~ is starting to use very descriptive words in ~ own
writing; often picking them up from the books ~ has read.
 ~'s reading has shown good progress this year. ~ reads a variety of books with
growing expression and good fluency.
 ~ has achieved full fluency in ~ reading and has good expression when reading aloud.
 ~ can select and evaluate information from a wide range of reference materials.
 ~ reads independently showing good expression and understanding. ~ shows
obvious enjoyment in reading, choosing a good range of appropriate texts.
 ~ reading is increasingly fluent, and ~ uses ~ voice well to bring the characters and
plot to life.
 ~ reads fluently, with appropriate expression, deriving pleasure from an increasingly
wide range of books.
 ~ demonstrates a good level of fluency when reading. ~ reads with understanding
and enjoys using reference books.
 In poetry lessons, ~ can comment critically on the overall impact of a poem, showing
how the language and themes have been developed.
 ~ can find and select information and use it effectively.

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 ~ is becoming a competent reader and is starting to enjoy more demanding books. ~
is able to read silently, with sustained concentration.
 ~ demonstrates a good level of reading fluency, and ~ puts expression into ~ voice. ~
is now reading a wider range of texts and has a growing enthusiasm for books.
 ~ reads independently showing good understanding, and is starting to use descriptive
words in ~ own writing; often picking them up from the books ~ has read.
 ~'s reading has shown good progress this year. ~ reads a variety of books and styles
with growing expression and increasing fluency.
 ~ shows a developing interest in reading; and is reading a range of more testing
books.
 ~ now enjoys reading more demanding books.
 ~ has really improved ~ reading this year. ~ is choosing a range of more demanding
and interesting texts. This variety of styles will lead to a consequent maturity in ~'s story
writing.
 ~'s reading is gaining in fluency. ~ is more willing to share a book with an adult
during the Literacy Hour and senses that ~ is making some improvement this year.
 ~ is now reading with greater fluency as a result of more regular practice; and is
certainly deriving pleasure from ~ books.
 ~ is reading more fluently as a result of regular practice, and enjoys reading more
demanding books. ~ can talk about what ~ has read, showing a depth of understanding.
 ~ is expected to read a variety of materials and reads fluently, with appropriate
expression.
 ~ improvement in reading has been excellent and ~ is now more confident and
enjoying books.
 ~ is beginning to introduce expression into the way ~ reads. ~ prefers reference
books to story books, and particularly enjoys silent reading.
 ~ has really tried hard with ~ reading, and seems to be much more confident. ~ is
developing good library skills and becoming increasingly self-reliant when searching for
information.
 ~, at times, can be a reluctant reader and therefore has been encouraged to look for
books which interest him. ~ is now more willing to talk about the texts ~ reads.
 ~ is now more confident about ~ ability in English and enjoys reading a wider range
of books.
 ~'s reading has improved and ~ is more aware of the value of books.
 In ~ reading, ~ shows increasing fluency but should try to take more notice of
punctuation. This will help to improve ~ understanding of the text. Generally, ~ is
beginning to make good progress but ~ now needs to read more challenging books.
 ~ is a reluctant reader and needs encouragement to become interested in books. If ~
is to improve ~ must read more regularly at home.
 ~ reads books and poems with an increased confidence in ~ abilities.

Writing
 ~ writes well-structured stories; ~ use of interesting detail and expressive words
means that ~ creative writing involves the reader.

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 ~ writes stories with feeling and expression, and is willing to draft and redraft them,
when appropriate. ~ has a lively imagination.
 ~ forms ~ handwriting joins correctly, and ~ work is invariably well presented.
 ~ general written work is coherently structured and well executed.
 ~ is developing a solid understanding of the rules of grammar and punctuation. ~
stories are usually nicely planned and imaginative.
 ~ has made good progress during the Literacy Hour; ~ story writing is more
descriptive and increasingly well plotted.
 ~ is able to write independently, in complete sentences, using capital letters, full stops
and question marks; and can spell most common words.
 ~ produced a beautifully presented and well crafted letter during Literacy work.
 ~ can revise and redraft ~ own work, using a dictionary as necessary.
 ~ reads fluently and with appropriate expression. ~ imaginative writing has some
interesting ideas and ~ gives careful thought to making the meaning clear.
 ~ is willing to listen to advice and this has led to a wider use of adjectives and
descriptive phrases in ~ work.
 ~'s imaginative story work is full of original ideas and ~ uses a good range of
vocabulary.
 ~'s handwriting is well-formed and accurately joined.
 ~ has a generally accurate grasp of sentence punctuation; writing fluently, with
considerable thought and inventiveness. However, ~ still needs to check through ~ work
before handing it in to eliminate preventable errors.
 ~ writes with confidence, and ~ stories are now more detailed and descriptive. ~
tends to set ~ ideas down in a colloquial fashion, but is becoming more aware of when to
use formal language.
 ~ writes imaginatively, though ~ work is usually concise. ~ needs to introduce more
descriptive phrases in order to hold the reader's attention. ~'s handwriting is much
neater, and more legible. ~ must remember to join.
 ~ has a lively writing style and is often quite imaginative. ~ use of more advanced
punctuation can, at times, be erratic.
 ~ has tried hard to grasp the basics of sentence punctuation. While ~ still has
difficulties with commas and quotation marks, ~ seems generally secure about full stops
and the use of capitals. ~ story writing needs greater use of descriptive words and
phrases.
 When writing, ~ uses sentence punctuation accurately, and is beginning to introduce
descriptive phrases.
 When asked to present ~ thoughts on paper, ~ is less expressive, though the amount
~ writes has increased dramatically over the year. ~ is very slow when writing stories,
and although ~ has good ideas, ~ stories are never very long.
 ~ handwriting is invariably neat, though it can become untidy during creative writing.
 ~ is starting to use descriptive words in ~ own writing, picking them up from the
books has read, and the Literacy Hour. Though ~ still needs to develop ~ stories further,
by adding greater detail.

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 This year in story writing, ~ has developed imaginative plots, but they do occasionally
lack a clear structure.
 ~'s written work is becoming more organised, showing greater attention to detail. ~
produces work that is accurately punctuated, and has been encouraged to redraft ~
writing in order to develop ~ thoughts.
 ~ is developing a better understanding of the rules of grammar and punctuation, and
has clear handwriting.
 ~'s written work is now better organised and structured more thoughtfully.
 ~ use of punctuation is good, but further work on apostrophes is required. ~'s
handwriting is clear, and ~ has made a good start with cursive script.
 ~ is able to write independently, and use full stops and capital letters but not always
accurately. Therefore, ~ needs to spend more time revising and redrafting ~ work.
 ~ has tried hard to grasp the basics of sentence punctuation. Though ~ still has
difficulties using commas and quotation marks, ~ seems generally secure about full stops
and capitals.
 ~ is starting to produce writing that uses complete sentences, and ~ spellings are
more accurate. However, ~ must read ~ work through to check that the grammar and
punctuation makes sense.
 ~ produces writing that is generally well punctuated. ~'s handwriting has shown
some recent improvement but ~ needs to continue to practise ~ letter joins.
 ~'s handwriting has recently improved but ~ will need to practise ~ letter joins.
 ~'s handwriting has made some progress but ~ must practise ~ letter formation.
 ~ is beginning to join ~ handwriting, but still requires further practice.
 ~'s handwriting has improved recently.
 ~ has made a good attempt to form ~ handwriting correctly and now takes a lot more
care with ~ presentation of work. ~ is often keen to write ~ thoughts and ideas down on
paper, and is starting to organise ~ writing more effectively. ~ grasp of basic punctuation
is not yet secure, but ~ is making good progress.
 ~ wrote a super newspaper article, after listening very carefully during the Literacy
Hour.
 ~ improved handwriting has led to ~ feeling more confident about ~ own writing;
and resulted in longer, more detailed pieces of work.
 ~ is writing more, and is keener to express ~ point of view on paper, but it does take a
long time for him to work through a task.
 ~ has a good use of sentence punctuation, though more work is needed, especially on
the use of speech marks. ~ handwriting is clear, and ~ has made a good start with cursive
script.
 ~ has tried hard to master the basics of sentence punctuation, though ~ tends to write
slowly, and sometimes does not finish ~ work in the time available. At times, ~ will lack
control over ~ handwriting and this means ~ letter formation is poor.
 ~'s handwriting is more controlled, and ~ makes a good attempt to spell simple
words correctly. ~ writes in basic, often short, sentences. Longer sentences with more
detail should be ~'s aim next year.
 ~ imaginative work has some good ideas but ~ needs to develop ~ vocabulary.

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 ~ handwriting is gradually improving and ~ generally presents ~ work well. Though
~ will need further practise joining letters.
 ~'s handwriting has improved though it is still over-large and uncontrolled at times.
 ~'s handwriting has improved, but ~ must join more.
 ~ stories show a better use of punctuation and a greater awareness of setting and
plot.
 ~ has made some progress in written English this year. ~ is now writing stories of
greater length, but still without consistent punctuation.
 ~ presentation has improved over the year, and ~ writing is more legible.
 ~ handwriting is neater and less inconsistent.
 At present ~ general writing lacks consistency. For example, ~'s stories are without
substantial content, and poorly punctuated. ~ therefore needs to appreciate that ~
English work will only improve if ~ pays close attention to what ~ is being taught.
 ~ has gaps in ~ knowledge, due to extended absences, and will need considerable
reinforcement of basic skills if ~ is to improve on ~ current level of literacy.
 ~ is producing writing that uses complete sentences, and ~ punctuation is more
accurate. ~ writes slowly and this means that, at times, ~ does not get through all that ~
needs to.

Spelling
 ~ is a good speller, and ~ handwriting is joined accurately.
 ~ is showing improvement in ~ spelling and will use a dictionary to find or correct a
spelling, when prompted.
 ~ spells accurately many polysyllabic words.
 ~ uses a dictionary carefully when checking spellings.
 ~'s spelling is still erratic, but ~ is starting to be more aware of key patterns.
 ~ spelling is much improved.
 ~ often finds ~ can spell a word correctly if ~ thinks about it but needs to be
encouraged to check ~ work for errors.
 ~ spells most words accurately, but must remember to read ~ writing through to
check for unforced errors.
 ~ needs to reinforce ~ knowledge of homophonic words to ensure accurate spelling.
 ~'s spelling is generally accurate, and ~ is able to correct ~ own work using a
dictionary.
 ~ has made a good attempt to consolidate ~ spellings, and seems happier writing
stories in a limited amount of time.
 ~ needs to reinforce ~ present knowledge of spelling patterns by regularly practising
key words.
 ~ has worked hard to improve ~ spelling, but still needs to read ~ work back to check
for avoidable errors.
 ~ has made a good effort to learn ~ spellings and has also developed ~ handwriting;
introducing accurate joins.
 ~ understanding and use of punctuation is developing steadily, and ~ is being
encouraged to have a go at difficult spellings and use a dictionary where possible.

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 ~ still needs support with spelling.
 ~ spelling needs constant reinforcement.
 ~ reads with fluency but lacks some expression when reading aloud.
 ~ is a fluent and expressive reader.
 ~ has been reading a variety of fiction and non-fiction books which ~ can recall with
great interest.
 ~ has read a wide variety of stories and ~ can talk about the characters and situations
with good recall.
 ~ is continuing to widen ~HIS reading experience with a variety of stories which ~
can recount with enthusiasm.
 ~ reads clearly but is lacking in expression when ~ is reading aloud.
 ~ is beginning to become more fluent and therefore more confident in
 ~HIS reading and has covered a variety of stories over the year.
 ~ has tried very hard and shown a great interest in ~HIS reading books, consequently
~ has improved a great deal.
 ~ is inconsistent in ~HIS reading ability - some days ~ will mis-read words and is not
at all fluent; it is not surprising that ~HIS recall of stories is often confused.
 ~ shows a spasmodic interest in reading: sometimes ~ is keen to practise at home, at
other times ~ has to be encouraged to take his reading times seriously.
 ~HIS confidence will develop much more if regular reading at home backs up ~HIS
daily school reading; ~ must be willing to participate fully in this.
 A great deal of confidence has been gained by ~ with ~HIS continuing progress
through the 'Wellington Square' reading scheme.
 ~ must be encouraged to sound-out letter blends in difficult words and not simply
wait to be told.
 ~ does try hard to sound-out letter blends in words that ~ has difficulty reading.
 It is a pity that ~ finds it difficult to sit silently and read; ~ is distracted far too easily
and this can disrupt other children.
 The content of ~'s written work is always of a good standard but ~ must focus more
on checking through ~HIS own work for mistakes.
 ~ has difficulty remembering that simple punctuation is a very important part of clear
writing; ~ must plan ~HIS ideas much more carefully and listen to instructions before ~
starts any writing.
 ~ has tried hard to check ~HIS writing more closely this year;
 ~ still rushes and finds it hard to spot ~HIS mistakes.
 ~'s stories and other writings are very clear; ~ plans well and the end-product is
always intelligently and imaginatively written.
 ~ is imaginative in ~HIS creative writing and ~ writes at length with good
punctuation; ~ can also explain clearly and concisely in other forms of writing.
 ~ enjoys writing once ~ gets started; ~ writes at length but forgets to use ~HIS
knowledge of well-known rules on punctuation. ~ gives up very easily when writing 'free'
stories; ~ has difficulty thinking-out ideas and putting these into a progressive piece of
writing.

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 Once ~ has settled down and become involved with ~HIS writing ~ produces clear,
imaginative pieces and writes in a well-structured way using good punctuation.
 ~ is rather lazy when it comes to writing stories of any length;
 ~ has some good ideas in discussions but sometimes fails to produce the finished
goods.
 ~ finds writing very hard; practise in making-up simple and clear sentences is still
essential for ~HIM.
 ~ finds writing exercises hard; ~ has imagination but is easily disillusioned when ~
tries to get ~HIS ideas down on paper.
 Talking too much can affect both ~'s efforts and the end result of ~HIS written work.
~ must plan ~HIS writing quietly and carefully and ~ must read ~HIS work carefully
when finished.