EAL / ESL Report Comments, Ages 5-18
EAL or ESL comments are written by the class teacher, an EAL coordinator or subject teachers, either in a separate language report or in the language section of the main report; the format varies by school. These examples use four stages, from A New to English to D Competent / fluent, based on the stage names of a scale England's Department for Education used from 2016 to 2018 and then withdrew. Your school may use its own scale instead.
Each page below covers one skill for one grade band, with sample strengths and next steps at every level and tips for writing your own. These comments are written for the English-language progress comments for pupils learning English as an additional language, in primary and secondary schools.
Comments by skill and grade band
| Skill | Primary (ages 5-11) | Secondary (ages 11-18) |
|---|---|---|
| Listening | Listening, Primary (ages 5-11) | Listening, Secondary (ages 11-18) |
| Speaking | Speaking, Primary (ages 5-11) | Speaking, Secondary (ages 11-18) |
| Reading | Reading, Primary (ages 5-11) | Reading, Secondary (ages 11-18) |
| Writing | Writing, Primary (ages 5-11) | Writing, Secondary (ages 11-18) |
| Vocabulary and Grammar | Vocabulary and Grammar, Primary (ages 5-11) | Vocabulary and Grammar, Secondary (ages 11-18) |
| Language-Learning Behaviours | Language-Learning Behaviours, Primary (ages 5-11) | Language-Learning Behaviours, Secondary (ages 11-18) |
Also: opening and closing sentences for each report period.
For the same report: Subject Report Comments for Cambridge Primary and Lower Secondary, Stages 1-9.
The 4 comment levels
| Code | Level |
|---|---|
| D | Competent / fluent |
| C | Developing competence |
| B | Early acquisition |
| A | New to English |
Rate each skill separately, since many students understand more than they can say. At stage D, write about precision and range; at C, growing independence with errors still showing; at B, short phrases and visual support; at A, what the student does now and the support that helps. Show the stage through evidence rather than naming it.
Tips for EAL report comments
- Many families read these reports as English learners or through a translation tool. Use short, common words and one idea per sentence, and leave out idioms such as 'on the right track' or 'come out of their shell', which translate badly.
- Describe language, not ability. A student at an early stage may be working at a high level in mathematics or science in their home language, so report subject attainment separately and avoid words like lacks, behind or limited English.
- Present the home language as a strength at every stage. Credit using it to plan, translate a key word or talk with a same-language buddy, and suggest families keep talking, reading and telling stories in it at home.
This site shows 170 of the 1,287 sentences in the pack. Not affiliated with or endorsed by the Department for Education, The Bell Foundation, WIDA or the University of Wisconsin-Madison, or any examination or assessment body. Stage names are used for identification only.
How these sentences were made, and what has been checked: About these comments.