Aligning Student Reports with SEND Reforms: A Practical Guide for Teachers

You stare at the screen. Thirty-two reports, due Friday. Your coffee’s gone cold. For the third time tonight, you write: “She tries hard and is making progress.” But you know it's not enough - especially for pupils with SEND. The new reforms say these reports should reflect real needs and real progress, not just tick a box. But how on earth are you supposed to do that, when every minute counts and your marking pile is still waiting?

The Report Writing Headache: A Familiar Frustration

The Endless Cycle of Admin

If you have ever spent hours typing “works well in group tasks” on repeat, you know the grind. Report season always arrives too soon, and with it, the pressure to say something meaningful - especially for those pupils who don’t fit neatly into the usual boxes.

Spotting the SEND Reporting Gap

Here’s the real tension: generic comments just don’t cut it for pupils with SEND. Parents notice. So do pupils. And with the new SEND reforms, schools are being asked to do more: link reports to support plans, show what’s working, and be specific about every child’s journey. Suddenly, those stock phrases feel as useful as a chocolate teapot.

What’s at Stake for Teachers and Pupils

It’s not just about compliance. When SEND reporting is vague, support falls through the cracks. Pupils can feel invisible. And you, as the teacher, feel the weight - guilt, frustration, and the constant worry that you’re missing something important. The reforms are meant to change this, but what does that look like in the real world, when you’ve got a class full of needs and barely any time?

Imagine the Difference: What Aligned, Impactful Reports Could Look Like

Student-Centred, Strengths-Based Reporting

Picture this: Instead of “tries hard,” your report says, “During group science projects, Ethan uses his strong verbal reasoning to contribute ideas, even though written tasks remain a challenge. The use of coloured overlays has helped him tackle longer reading passages with more confidence.” Suddenly, that report isn’t just a formality - it’s a map for progress.

Bridging the Gap with Support Plans

When reports draw directly from a pupil’s support plan, you’re not just ticking the SEND box. You’re showing families, SENCOs, and next year’s teacher exactly what’s working - and where to focus next. It’s the difference between a generic comment and a useful handover.

Step 1: Get to Grips with the Latest SEND Frameworks

A Quick Recap: Key SEND Reform Changes

How They Affect Your Reporting

These new frameworks mean your reports should:

• Reference specific strategies and adjustments from the pupil’s support plan.
• Show evidence of what’s working - and what isn’t.
• Avoid generalisations. “Needs support” is out; “benefits from pre-teaching key vocabulary” is in.
• Be co-produced where possible - think input from parents, SENCOs, and the pupil.

Step 2: Connect Reports to Individual Support Plans

Where to Find the Right Information

Start with the pupil’s support plan (or Individual Learning Plan). These should outline:

• Specific targets (e.g. “Write a 3-sentence summary with reduced adult support”)
• Strategies and resources in use (e.g. “visual timetables, chunked instructions”)
• Review notes on progress and next steps

If you don’t have the most up-to-date version, check with your SENCO. It’s not an extra task - this is your shortcut to real, personalised comments.

Translating Support Plan Goals into Report Language

Instead of copying the target word-for-word, ask: What have I seen in lessons? What’s made a difference? For example:

Avoiding Generic Statements

If you catch yourself writing “with support” or “works well when focused,” stop. What does support look like for this child? Is it a visual aid, a seating plan change, or a specific resource? The more concrete, the more useful your comment becomes.

Step 3: Write Reports That Reflect Progress and Needs

Using Evidence from Everyday Teaching

You don’t need to invent new data. Use what you see: work samples, how pupils respond to strategies, what they say in class, and those small but mighty moments (like the day Joel finally volunteered to read aloud after weeks of refusing).

Highlighting Strategies That Worked (and Those That Didn’t)

Parents want to know what’s actually making a difference. So do next year’s teachers. Be honest: “Using sentence starters in English increased Mia’s confidence, but she still needs support to organise her ideas independently.” That’s gold for everyone involved.

Step 4: Practical Examples - From Broad to Bespoke

Scenario: Updating a Report for a Pupil with Dyslexia

Let’s say you’re writing about Tom, a Year 6 pupil with dyslexia. Here’s what a standard comment might look like - and how it could be transformed into a SEND-aligned, evidence-based statement.

Before/After: A Comment Comparison Table

Standard Report Comment	SEND-Aligned, Impactful Comment
Tom works hard in class and tries his best.	Tom engages well in class discussions and has made progress using text-to-speech tools to access reading materials. He benefits from extra time for written tasks and continues to build confidence when using spelling strategies from his support plan.
Tom sometimes struggles with reading and writing tasks.	Tom finds longer reading passages challenging, but breaking tasks into smaller chunks and providing reading rulers has enabled him to complete tasks more independently. Continued use of these strategies is recommended.

Notice the difference? The second column gives concrete strategies, reflects progress, and points to what should happen next. This is exactly what the SEND reforms are aiming for - and it’s the kind of comment Report Alchemy can help generate in a fraction of the time.

Step 5: Embed Alignment in Your Workflow

Time-Saving Tips and Tools

You don’t have to choose between quality and sanity. Here’s what helps:

• Batch your SEND reports. Do all your SEND pupils in one focused session, using their support plans as a starting point.
• Use templates. Create reusable phrases that reference specific strategies, then personalise them.
• Leverage tools. Platforms like Report Alchemy let you input support plan details and generate bespoke comments that actually sound like you.

Collaborating with SENCOs and Support Staff

You’re not alone. Make it a team effort:

• Check in early. Share draft comments with your SENCO or TA and ask for feedback on accuracy and clarity.
• Co-produce where possible. If there’s time, involve parents or the pupil themselves - just one or two sentences can add real value.

Tracking and Reviewing for Next Year

Make life easier for your future self:

• Keep a “SEND reports” folder. Save your best comments (removing names) for future inspiration or as a base for next year.
• Reflect after reports are done. What did parents and SENCOs find most useful? What was a waste of time? Adjust your approach now, not next June.

Conclusion: Turning Pressure into Progress

Celebrating Small Wins

You’re under enormous pressure, and the SEND reforms add new demands. But when you write a report that actually reflects a pupil’s journey - one that parents nod along to, one that next year’s teacher can use - it feels like a win. It is a win.

Building Confidence in SEND-Aware Reporting

You don’t have to become an expert overnight. Use the frameworks as a guide, not a straightjacket. Lean on your colleagues, ask for the right info, and don’t be afraid to say what’s really happening in your classroom. The more honest and specific you are, the more useful your reports become - and the more visible your pupils with SEND will be.

And when you need a shortcut that still delivers quality, don’t forget: tools like Report Alchemy exist to turn the headache into a checklist. Reporting can move from guilt and guesswork to something that actually helps everyone move forward.

This article was inspired by recent reporting from The Conversation.