KS2 Report Comments: Independence (Years 3-6)
Independence covers listening to and following instructions, settling promptly to a task, using the working wall, word mats or number lines before asking an adult, and checking and improving work without being told.
Below are 13 sample sentences for KS2 (Years 3-6): two strengths and one next step for each of the 4 comment levels (Consistently / Usually / Sometimes / Not yet), plus a tip for families. They are a small selection from the 173 independence sentences in the full pack. Copy one, then add a detail only you know about the student.
Jump to: Consistently · Usually · Sometimes · Not yet · Writing tips
Fills in the name and pronouns on this page. Nothing is sent anywhere.
Consistently C
Strengths
- During independent research, [Name] manages [his/her/their] time well, finding and recording useful information without adult direction.
- [Name] follows the three before me routine with confidence, trying [his/her/their] own ideas, the working wall and a classmate before asking an adult.
Next step
- [He/She/They] could stretch [himself/herself/themselves] by carrying out independent research on a topic of [his/her/their] choosing and presenting the findings to the class.
Usually U
Strengths
- [Name] reads task instructions carefully on most occasions, though longer tasks with several parts can need a quick check-in with an adult.
- [Name] regularly looks at worked examples or modelled writing on the board to help [him/her/them] get going on a task.
Next step
- [Name] should aim to edit [his/her/their] writing with a purple pen against the success criteria, improving vocabulary as well as correcting spelling.
Sometimes S
Strengths
- When instructions are written down, [Name] occasionally skims them and misses a part, so we are encouraging [him/her/them] to read every step.
- When reminded where to look, [Name] can find useful words and examples on the working wall.
Next step
- [Name] could keep a personal list of tricky words in [his/her/their] book to check independently instead of asking an adult.
Not yet N
Strengths
- With frequent reminders, [Name] is beginning to make small edits to [his/her/their] writing with a purple pen.
- When shown where to look, [Name] can use a number line or counters to help work out an answer.
Next step
- A short list of key spellings kept in [his/her/their] book will help [Name] check words independently rather than waiting for help.
Support at home
- Before stepping in to help, you might ask [Name] "What could you try first?" so that [he/she/they] can think of a strategy [himself/herself/themselves].
How to write independence comments for KS2 (Years 3-6)
- Mention a named strategy such as three before me or checking the working wall, and say how often the pupil uses it before asking an adult. That makes the frequency rating concrete.
- Look at self-editing: does the pupil reread and improve work with a coloured pen, check it against the success criteria or correct spellings before handing it in? Name one edit you saw.
- For pupils who drift during independent work, suggest a practical tool such as a timer, a task broken into numbered steps or a personal target card, rather than simply asking them to focus.
Watch out: Do not mistake quiet for independent. A pupil who sits silently may be waiting for help, so describe what they actually do when they get stuck and how quickly they get started.
Let the frequency word set the tone. Consistently suits language such as reliably, independently and without being asked, while Not yet describes what is emerging and the support that helps, such as an adult nearby or a visual prompt. Rather than restating the rating, show it through one behaviour you have seen and how often it happens.
What Independence covers
In these comments, independence covers these behaviours:
- listens to and follows instructions
- settles to tasks promptly and uses learning time well
- uses classroom resources and prompts before asking for help
- checks, edits and improves own work
More UK primary comments
- Attitude and Engagement, KS2 (Years 3-6)
- Independence, KS1 (Years 1-2)
- Resilience, KS2 (Years 3-6)
- Collaboration, KS2 (Years 3-6)
- Organisation and Presentation, KS2 (Years 3-6)
- Conduct and Respect, KS2 (Years 3-6)
- Opening and closing sentences
- All UK primary skills and grade bands
- Build a comment with the comment picker
How these sentences were made, and what has been checked: About these comments.