Progress report from assessment evidence

Use one evidence sheet for each pupil, then ask the model to turn that sheet into a structured draft. This gives class teachers, subject leads and intervention coordinators a consistent starting point for termly progress reviews.

The report is not the decision. You check the evidence, decide whether support is needed, and agree what can be communicated to the family.

1. Build the pupil evidence sheet

Create a document or spreadsheet row for each pupil before opening the chat. Use the same headings for every pupil so that reports can be compared fairly.

Include only information that can support a teaching or support decision:

• Pupil reference: initials or an internal reference while drafting, if your school policy requires it.
• Review period: for example, Autumn term.
• Assessment evidence: current outcome, previous outcome, subject or skill, and the assessment date.
• Attendance: attendance percentage, authorised absence where relevant, and any pattern that affected access to teaching.
• Teacher notes: observed strengths, recurring misconceptions, work habits, completed support, and relevant pastoral context.
• Existing provision: intervention name, frequency, start date, and evidence of response so far.
• Known next assessment: the check that will show whether the next step has worked.

Write facts, not labels. Replace weak at maths with can add two-digit numbers with a number line, but does not yet regroup reliably in column addition. Replace poor attendance with the actual figure and the dates or lesson pattern that matter.

Use your school-approved account and follow its information-handling rules. Do not paste safeguarding records, medical detail, family allegations, or identifiable information that is unnecessary for the review. Check the current product and data-handling documentation before using a workflow with pupil information, as available options are version-dependent: xAI documentation.

2. Separate evidence from interpretation

Before requesting a report, add two short fields to the sheet:

• What the evidence shows: the observable pattern.
• What needs checking: a possible explanation that has not been established.

For example:

Field	Write this	Not this
What the evidence shows	Reading score rose from 18 to 22. In class, inference questions still need prompts.	Reading is now secure.
What needs checking	Attendance fell during the guided reading sequence. Check whether missed teaching contributed.	Attendance caused the gap.

This distinction matters when several adults contribute notes. A pattern may justify a closer look, a short intervention, or a conversation with the pupil. It does not, by itself, establish a cause.

3. Use one fixed reporting prompt

Paste the evidence sheet below a prompt with a fixed output order. Keeping the order unchanged makes it easier to scan reports across a class or year group.

Draft a pupil progress report using only the evidence supplied.

Use these headings:
1. Strengths and progress
2. Current gaps or barriers
3. Next teaching steps for the next review period
4. Attendance and engagement considerations
5. Intervention recommendation
6. Family communication points
7. Evidence that needs checking

Rules:
- State assessment outcomes, dates and attendance figures exactly as supplied.
- Distinguish observed evidence from possible explanations.
- Do not diagnose, predict long-term outcomes or make claims not supported by the evidence.
- Give no more than three next teaching steps. Make each step observable in a lesson.
- Recommend one of: continue current universal teaching, monitor through classroom teaching, trial targeted support, review existing intervention, or insufficient evidence to decide.
- For any intervention recommendation, state the specific gap, proposed focus, review point and evidence that would show benefit.
- Write family communication points in clear, respectful language without jargon.
- Mark missing, conflicting or dated evidence as “needs checking”.

Evidence sheet:
[paste one pupil's evidence here]

Ask for one pupil at a time. This keeps the evidence trail clear and reduces the chance that comments or scores are assigned to the wrong child. For a whole-class review, collate the final checked recommendations in your school’s normal tracker afterwards.

4. Check the draft against the source sheet

Read the report with the evidence sheet beside it. Do not begin by editing the prose. First test whether every factual statement can be traced back to a score, attendance record, dated note or observation.

Use this quick check before sharing a draft:

1. Circle every number, date and named assessment. Confirm it matches the source.
2. Underline each claim about progress, a gap or engagement. Identify the evidence behind it.
3. Check that the next teaching steps address the stated gap, rather than repeating a general classroom routine.
4. Check that the intervention recommendation names a review measure. If it does not, add one or change the recommendation to monitoring.
5. Read the family communication points aloud. Remove speculation, acronyms and deficit language.

5. Spot output that is going wrong

The most convincing sentence in a draft may be the least supported one. Treat smooth writing as presentation, not proof. In particular, check for claims that turn correlation into cause, or a single assessment into a broad judgement.

If you see this	Why it is a problem	Do this
Attendance is causing slow progress	The source may show timing, not cause.	State the attendance pattern and mark the connection as a question to check.
The pupil lacks motivation	This is a label, not usable evidence.	Replace it with observed engagement, task completion or pupil voice.
Provide intervention	There is no focus or test of impact.	Name the skill, frequency, review date and success evidence.
A score is described as improved or declined without a comparison	The direction of progress cannot be verified.	Add the prior score and date, or state that no comparison is available.
The family section includes staff shorthand	Families may not understand it.	Use plain language and state one practical next step.

6. Make the review a repeatable habit

At the end of each termly review, save three items together: the evidence sheet, the checked report, and the agreed action. At the next review, begin with the previous action and its success measure. This creates a usable record of whether classroom teaching, monitoring or targeted support made a difference.

For intervention coordinators, use the same report headings across groups. You can then compare whether recommended provision is tied to a defined gap and whether review evidence is actually being collected.

When the draft does not work

If the report is vague, return to the evidence sheet and add dated examples, prior outcomes and the exact skill to be taught. If it makes unsupported claims, repeat the prompt with the unsupported sentence removed and the needs checking rule retained. If the evidence is conflicting or incomplete, record insufficient evidence to decide, agree the next assessment or observation, and delay the support decision until a teacher has reviewed it.