Writing Inclusive Student Reports: Adapting to New SEND Standards

You stare at the blinking cursor. One more report to write - this one for Jamie, who finds written work tricky but lights up when talking about his favourite science experiments. You want to do him justice, but your mind spins: How do I reflect his progress without making it sound like he’s “just trying his best”? How do I avoid the usual clichés? The deadline is tomorrow, and you’re determined not to let Jamie - or any pupil with SEND - be defined by their challenges.

Staring at the Blank Page: The Dreaded Report-Writing Season

Teacher pondering over a blank report page with SEND resources nearby

The Pressure to Get It Right - for Every Child

Report-writing season is never just about ticking boxes. Each comment you write is a chance to make a child and their family feel seen - or, if you slip into old habits, unseen. The pressure is real, especially when it comes to neurodivergent pupils or those with additional needs.

It’s the moment you try to capture the whole child, not just their grades. But with new SEND expectations, the fear of getting it wrong is sharper than ever. What if the language feels patronising? What if you accidentally reinforce a deficit view? That anxiety is familiar to every teacher who cares about doing right by their pupils.

Common SEND Pitfalls in Reports

Comparison of common SEND report mistakes and inclusive alternatives

Defaulting to labels: “He is autistic” instead of “Jamie, who is autistic, enjoys...”
Focusing on what the pupil can’t do, rather than what they can
Writing to the deficit: “She struggles with group work” rather than “She is developing confidence when working with others”
Missing the student’s voice or perspective entirely

The result? Reports that feel generic, or worse, reports that unintentionally reinforce stigma.

What’s Changed? Navigating New SEND Standards and Expectations

Key Updates in Recent SEND Guidance

There’s no going back: SEND is now everyone’s responsibility, not just the SENDCo’s. The government’s £4bn SEND overhaul in England means new standards, more accountability, and (thankfully) more support for teachers.

Checklist of new SEND report-writing requirements

Tip: Here’s what’s new and what affects your report writing most:

Person-centred language is required. Write about pupils as individuals, not diagnoses.
Strengths-first approach: Start with what the pupil can do and has achieved, not just their needs.
Collaborative voice: Where possible, reflect the pupil’s own words or those from their support team.
Ofsted’s new ‘inclusion’ judgment: Reports are now part of how your school is scrutinised for inclusivity.
More resources and access to specialists: You can reference support from therapists or interventions directly in your comments.

All teachers will now be required to undertake SEND training, with £200m invested in making sure every teacher can confidently support children with additional needs in mainstream classrooms. You’re not alone, but the expectations are undeniably higher.

What Inclusion Means for Report Writing

Inclusion isn’t just about having SEND pupils in the room. It’s about making sure your written words show you see each child’s potential, not just their “provision”. It’s about comments that help families feel hope, not worry. And with 60,000 new SEND school places under construction, reports are your frontline in building an inclusive culture - one comment at a time.

From Labels to Strengths: Adapting Your Language

Common Mistakes: Before and After Comment Examples

We all have our go-to phrases, especially when time is tight. But sometimes, those habits need a refresh. Here’s what an inclusive language shift looks like in practice:

Non-inclusive Comment	Inclusive Comment
“Sophie has autism and struggles to keep up with her peers in group activities.”	“Sophie, who is autistic, brings original ideas to group tasks and is developing her confidence when working with others.”
“He is dyslexic and finds reading challenging.”	“He uses strategies to support his reading and shows enthusiasm when discussing stories aloud.”
“She needs a lot of help with writing.”	“With support, she is beginning to express her ideas more confidently in writing.”

Words and Phrases to Avoid - And What to Use Instead

Avoid: “suffers from”, “struggles with”, “disabled child”
Use: “is developing”, “benefits from”, “pupil with…”
Avoid: “normal peers”, “low ability”
Use: “classmates”, “is making progress in…”
Avoid: “despite his autism…”
Use: “As an autistic pupil, he brings…”

It takes practice, but every small language shift helps build a more inclusive, respectful culture - starting with your reports.

A Step-By-Step Guide to Writing More Inclusive Reports

Step 1: Start with Strengths and Progress

Begin every comment by stating what the pupil does well - no matter how small or specific. For Jamie, it might be his animated explanations of science concepts, even if his written work doesn’t always show it.

“Jamie demonstrates a deep curiosity in science, eagerly sharing his ideas during discussions. He has made progress in explaining his thinking to others.”

Step 2: Describe Needs Without Defining by Them

Next, acknowledge areas of need, but avoid making them the headline. Frame them as part of the learning journey, not a permanent limitation.

“Jamie benefits from visual supports and regular check-ins to organise his ideas before writing.”

Step 3: Use Collaborative and Person-First Language

Where possible, reflect the pupil’s own voice or mention input from support staff. This shows the comment is rooted in real partnership, not just observation.

“With encouragement from his teaching assistant, Jamie now volunteers to read aloud - a step he is proud of.”

Save Hours on Report Writing

Report Alchemy generates personalised, high-quality student reports in seconds.

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Building this into your routine is easier with the right tools. Many teachers now use solutions like Report Alchemy to generate inclusive, strengths-based comments quickly, giving you a head start and freeing time for personal touches.

Turning Guidance Into Practice: A Classroom Scenario

Before: Typical Report Comment

Let’s take a real-life scenario. Alex, Year 5, has ADHD and finds it hard to stay focused during writing tasks. Here’s a typical pre-SEND-guidance comment:

“Alex has ADHD and often struggles to concentrate in lessons. He needs frequent reminders to stay on task and can be disruptive when distracted.”

After: Adapted, Inclusive Version

Now, let’s apply the new guidance and the steps above:

“Alex brings energy and creativity to classroom discussions, especially when exploring new topics. He is developing strategies to manage his focus during written tasks, using movement breaks and checklists to support his progress. Alex’s confidence has grown, and he recently shared that he enjoys using his ideas to help others in group work.”

This version:

Starts with Alex’s strengths and personality
Describes needs as part of a positive journey, not a problem
Uses person-centred, collaborative language
Mentions strategies and pupil voice

With some practice - and the right tools - it becomes second nature. Report Alchemy, for instance, helps teachers transform standard phrases into inclusive, pupil-centred comments with just a few clicks.

Speed and Consistency: Tools and Templates to Save Time

Inclusive Report Banks and Comment Starters

Let’s be honest: With 30+ reports to write, even the most reflective teacher needs shortcuts. The trick is using inclusive comment banks that go beyond the basics. Look for templates that:

Start with strengths
Include adaptable phrases for common SEND needs
Allow space for personalisation (“Jamie has told me…” or “Working with Mrs Wilson, Jamie has…”)

Modern tools like Report Alchemy let you generate draft comments based on the latest guidance, so you spend less time wrestling with wording and more time fine-tuning for each child.

Collaborative Approaches with Support Staff

Don’t feel you have to do it all alone. Teaching assistants, therapists, and support staff often have invaluable insights. A 5-minute chat or a quick email exchange can add specific examples or pupil quotes to your reports, making them richer and more accurate. The new SEND funding means more access to specialists - use their knowledge to strengthen your comments and save yourself second-guessing later.

Final Checks: Ensuring Every Report Reflects Every Learner

Proofreading for Inclusion

Before hitting ‘submit,’ take a moment to ask:

Does every comment start with a strength?
Have I avoided deficit language?
Is my language person-centred?
Have I included real, concrete examples of progress?

Reading your comments aloud can help catch moments where old habits have crept in. If it doesn’t sound like something you’d say about a pupil to their face - or to their family - tweak it.

Gathering Feedback from Pupils and Families

Inclusion is a two-way street. Some schools now invite pupils to add a sentence about their proudest achievement, or ask families for feedback on the report’s tone. Even a simple, “What did you think of your report?” can spark insight for next time.

Building this habit over time means your reports become not just a reflection of policy, but a genuine celebration of every learner’s journey.

This article was inspired by recent reporting from The Guardian.