Wales Report Comments: Personal Effectiveness, Rec-Y2
Personal effectiveness covers persevering when learning is hard, managing feelings and wellbeing, reflecting on learning and acting on feedback, and taking responsibility for choices. It links to the purpose of healthy, confident individuals.
Below are 13 sample sentences for Reception-Year 2: 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 personal effectiveness 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
- At carpet time, [Name] confidently names [his/her/their] feelings and can explain what helps when someone feels sad or cross.
- [Name] recognises [his/her/their] own feelings and manages them calmly, choosing a suitable strategy when frustration or worry builds up.
Next step
- As a next challenge, [Name] could show younger children how to keep trying when a puzzle or building task is tricky.
Usually U
Strengths
- Most mornings, [Name] comes into class happily and settles quickly, choosing a familiar activity to help with any wobbly moments.
- [Name] usually notices when [he/she/they] might be getting upset and uses a calming strategy, such as counting to ten.
Next step
- A next step for [Name] is to keep trying with a tricky task in the provision areas for a little longer before moving on.
Sometimes S
Strengths
- Some mornings, [Name] needs a little time to settle and is happier once [he/she/they] can join a familiar activity.
- [Name] is learning to recognise feelings such as frustration and can sometimes use a calming strategy when reminded.
Next step
- [Name] could have a go at a tricky word in [his/her/their] reading book using phonics before looking to an adult for the answer.
Not yet N
Strengths
- Settling into class routines is still new for [Name], who is happier when an adult helps to choose an activity at the start of the day.
- When upset, [Name] can calm down with adult support and is beginning to try a simple strategy, such as deep breathing.
Next step
- With one-to-one help, [Name] could try sounding out one tricky word in [his/her/their] reading book before an adult reads it.
Support at home
- A regular bedtime, time outdoors and a calm wind-down routine all help your child arrive at school ready to learn.
How to write personal effectiveness comments for Reception-Year 2
- Persistence at this age is measured in minutes: sounding out a tricky word in a phonics book or rebuilding a tower that fell. Describe it on that small, real scale.
- For managing feelings, describe what helps the child settle after a worry, such as a calm corner, a quiet word or a visual timetable. Parents and carers can use the same strategy at home.
- Classroom jobs such as helper of the day or tidy-up time show responsibility clearly. Say whether the child finishes the job without being asked, which is easy for families to picture.
Watch out: Keep wellbeing comments factual and gentle. Do not label anxiety or hint at a diagnosis; describe the situation, what the learner does and the strategy that helps, and discuss deeper concerns with parents and carers in person.
Let the rating shape the wording. Consistently suits reliably, independently and without being asked; Usually suits regularly and with few reminders; Sometimes suits at times and with some support; Not yet names what the learner can do with adult support or a visual prompt. Show the rating through one behaviour you have seen rather than repeating the word itself.
What Personal Effectiveness covers
In these comments, personal effectiveness covers these behaviours:
- perseveres and shows resilience
- manages feelings and wellbeing
- reflects on learning and acts on feedback
- takes responsibility for own learning and choices
More Curriculum for Wales comments
- Ambition and Engagement, Reception-Year 2
- Creativity and Innovation, Reception-Year 2
- Critical Thinking and Problem-Solving, Reception-Year 2
- Personal Effectiveness, Years 3-6
- Planning and Organising, Reception-Year 2
- Collaboration and Citizenship, Reception-Year 2
- Opening and closing sentences
- All Curriculum for Wales skills and grade bands
- Build a comment with the comment picker
How these sentences were made, and what has been checked: About these comments.