School report comments for maths
24 comments sorted by attainment, to copy and adapt. Free, with no sign-up.
Working at the expected level
For pupils working at the expected level in maths, each naming one thing done well and one next step.
[Name] has a sound understanding of the four operations and uses written methods accurately. They are getting quicker with their times tables. Practising the 7, 8 and 9 times tables at home would help them most with division.
[Name] is working at the expected level in maths. They can add and subtract fractions with the same denominator and find simple equivalent fractions. Their next step is to compare fractions with different denominators.
[Name] works steadily in lessons and completes their work carefully. They measure accurately in centimetres and millimetres and convert between units with a little support. They should now practise reading scales that go up in twos, fives and tens.
[Name] solves one-step word problems on their own and two-step problems with a prompt. They are getting better at choosing the right operation. Underlining the key information in each question would help them work more independently.
[Name] knows the properties of common 2D and 3D shapes and uses the correct vocabulary for them. They measured angles with a protractor accurately this term. Next, they should practise estimating an angle before they measure it.
[Name] reads tables and bar charts accurately and answers questions about them. They are starting to draw their own graphs with suitable scales. Their next step is to say in a sentence what the data shows.
[Name] has made steady progress in maths this term and asks for help when they need it. Their column addition and subtraction are now accurate. They should keep practising short division until it is just as secure.
[Name] shows their working clearly, which makes it easy to see where an answer went wrong. They are secure with place value to 10,000. Learning number bonds to 100 by heart would speed up their mental calculation.
Working towards the expected level
For pupils still building the basics in maths, each naming something they can do and the one thing to practise next.
[Name] is working towards the expected level in maths. They count on and back in tens confidently and are beginning to add two-digit numbers on a number line. Daily practice of number bonds to 20 would help them most.
[Name] tries hard in maths and is more confident than at the start of the year. They can recall the 2, 5 and 10 times tables. Next, they need to learn the 3 and 4 times tables, a few facts at a time.
[Name] understands place value in two-digit numbers when they use base ten equipment. They are starting to do this without the equipment. Their next step is to split three-digit numbers into hundreds, tens and ones.
[Name] can solve simple addition and subtraction problems using objects or drawings. They find word problems harder and need the question read with them. Practising short word problems at home with real objects would build their confidence.
[Name] is beginning to use a written method for addition. They sometimes forget to carry, so an answer can be out by ten. Saying each step aloud as they work would help them catch these slips.
[Name] works well with an adult and uses equipment sensibly. They can find a half and a quarter of a shape. Their next step is to find half of a small group of objects, such as half of 12 counters.
[Name] has made progress with telling the time this term and reads o'clock and half past correctly. Quarter past and quarter to are still developing. Talking about the time at home, using a clock with hands, would help.
[Name] is gaining confidence in maths but can lose focus when a task looks long. Breaking work into shorter steps has helped. Their target is to complete three questions on their own before checking them with an adult.
Making a comment fit one pupil
- Add the pupil's name. Replace each [Name] with the pupil's first name, and check the pronouns.
- Name the topic. Swap "this term" for the topic you taught, such as "our fractions topic" or "our rivers topic". Parents like to know what their child has been studying.
- Add one piece of evidence. Mention a specific piece of work or a moment in class. One sentence of detail is what makes a comment about this pupil and no other.
- End with a next step. Give one target the pupil can act on next term, so parents know what to support at home.
- Match your school's style. Some schools prefer a formal register and others a warmer one. Adjust the vocabulary and sentence length to suit.
For another subject, see report comments for every subject, or let the free report generator write one from your own notes.
Questions about these comments
Can I use these maths comments in a UK school report?
Yes. They are written for UK school reports, in British English, and use the words a British parent expects: pupil, term and the expected level. Replace [Name] with the pupil's first name and check the pronouns.
How long should a report comment for maths be?
Check your school's format first. The comments on this page run from about 27 to 43 words, most of them between 30 and 40, so they fit a short subject box. If your box is smaller still, keep the sentence about the pupil's work and the next step, and drop the rest.
What do I write for a pupil who is struggling in maths?
Use the working towards comments above. Name one thing the pupil can do, name the skill that is not secure yet, then give one concrete next step. Keep the comment about the work, and avoid comparisons with classmates.
Is it acceptable to reuse report comments?
Reusing a sentence structure is normal practice. What parents notice is a comment that could describe any child. Keep the frame and change the evidence: one piece of work or one moment per pupil is enough to make a reused comment about that pupil.
Can I get these written automatically from my own notes?
Yes. The free report generator writes a comment from rough notes, with no sign-up. Report Alchemy itself learns your school's report format from a report you have already written, writes a whole class in one sitting, and remembers your pupils so next term's report can build on this one.
Comments for other subjects
Write the whole class in your school's format
Paste one report you have written and Report Alchemy learns its headings and style. Then type a few notes about each pupil and press one button. 30 reports free, no card, and next term it remembers your pupils.
Write your class free
Working above the expected level
For pupils who are secure in maths and apply what they know without help, each with a step to take them further.
[Name] works confidently with fractions, decimals and percentages and moves between them without prompting. In our fractions topic they explained to the class why 3/8 is smaller than 2/5. Next, they should set out multi-step answers so every step can be followed.
[Name] knows all their times tables by heart and uses them well in division. They answered every question in the end-of-topic assessment correctly, including the two-step problems. Their next step is to estimate an answer first and use it to check.
[Name] spots patterns quickly. When we looked at square numbers, they worked out the rule for the next term and wrote it in words. They are ready for harder reasoning problems and should explain their thinking in full sentences.
[Name] chooses efficient methods for mental calculation and can say why a method works. They often help a partner by showing a second way to reach the answer. Their next step is to record their reasoning as clearly as they explain it aloud.
[Name] is working above age-related expectations in maths. Their work on area and perimeter was accurate and neatly set out, and they found the missing lengths in compound shapes on their own. They now need more practice with word problems involving units.
[Name] enjoys a challenge and goes straight to the extension tasks. In our statistics topic they drew and read line graphs accurately and answered questions about the data. Next term they should take more care labelling axes.
[Name] has a secure understanding of place value up to a million and uses it to round and compare numbers accurately. They apply this well in money problems. Their next step is to work with negative numbers in contexts such as temperature.
[Name] reasons clearly in maths. They can show whether a statement is always, sometimes or never true and give an example each time. To go further, they should try problems with more than one answer and record each solution.