Primary report comments for Scotland: examples and next steps

Q: Can you write comments in my voice?

Yes. Email hello@justemailit.co.uk with "Teachers: report comments" as the subject, with bullet notes for Pupil A, B and so on, your word limit and two old comments so we can match your style. Please don't include full names.

A free bank of warm, specific report comments for Curriculum for Excellence, with a next step for each. There's a four-part structure, two full worked examples and a list of phrases to avoid. Use [Name] and they/their, then make each one your own.

Free to use, print and adapt. Checked 24 October 2026. Not accredited or endorsed by Education Scotland or any other body.

A simple structure that works

Strength: one specific thing the child does well.
Evidence: a short example from the year.
Next step: one clear, achievable target.
How home can help: optional, but parents value it.

Many councils ask for a positive tone, little jargon, and next steps for the individual child, not just the next topic. Some set a word limit. For example, one council's guidance on reporting in primary schools caps the extended comment at 250 words. Always follow your own school's format.

Literacy: reading

Strength	Next step
[Name] reads with growing fluency and expression and enjoys sharing favourite books with the class.	To use clues in the text to explain how a character is feeling.
[Name] uses phonics confidently to work out unfamiliar words.	To reread a sentence when it doesn't make sense, and self-correct.
[Name] finds key information in non-fiction texts quickly and accurately.	To explain the author's purpose and back it up with evidence from the text.
[Name] is beginning to read more independently and is building stamina.	To read aloud at home for 10 minutes most evenings to build fluency.

Literacy: writing

Strength	Next step
[Name] writes imaginative stories with a clear beginning, middle and end.	To use paragraphs to show a change of time or place.
[Name] chooses ambitious vocabulary to interest the reader.	To check and edit their own work for punctuation before handing it in.
[Name] can plan their writing using a mind map or story board.	To vary sentence openers to make writing flow.
[Name] forms most letters correctly and is gaining confidence as a writer.	To use capital letters and full stops in every sentence.

Literacy: listening and talking

Strength	Next step
[Name] listens carefully and builds on others' ideas in group discussion.	To share their ideas with the whole class more often.
[Name] presents to an audience with confidence and good eye contact.	To use notes, not a full script, when presenting.
[Name] asks thoughtful questions to find out more.	To give a reason when sharing an opinion.

Numeracy and maths

Strength	Next step
[Name] has a secure understanding of place value and uses it to add and subtract mentally.	To explain the strategy they used, not just the answer.
[Name] is confident with times tables and recalls facts quickly.	To use multiplication facts to solve related division problems.
[Name] enjoys problem-solving and perseveres when a task is tricky.	To check answers by estimating first.
[Name] is growing in confidence with numbers to 100 and uses concrete materials well.	To count on and back in tens from any number.
[Name] reads and interprets bar graphs and tables accurately.	To choose the best type of graph to show their own data.

Health and wellbeing

Strength	Next step
[Name] is kind and inclusive and is a good friend to others.	To use calm strategies when things don't go to plan.
[Name] is a resilient learner who tries again after a setback.	To ask for help sooner when they are stuck.
[Name] works well in a team and takes turns fairly.	To take on a leadership role in group tasks.
[Name] takes part enthusiastically in PE and shows good control and balance.	To give helpful feedback to a partner.

Wider achievement

[Name] has been a responsible member of the pupil council and represents the class well.
[Name] has contributed to the life of the school through the choir, the eco group and helping younger pupils at lunchtime.
[Name] has shown real commitment to their football club and brings that team spirit into class.

Two full worked examples

Example 1 (on track, about 110 words)

[Name] has had a positive year in P5 and is a kind, hard-working member of the class. In reading, they read fluently and can find key information in a text quickly. Their next step is to use clues in the text to explain characters' feelings. In writing, [Name] plans carefully and uses interesting vocabulary. They should now check their punctuation before handing work in. In numeracy, [Name] is confident with times tables and mental addition. Their next step is to explain the strategy they used. [Name] works well in a team and has been a great help at the school fair. Well done on a lovely year.

Example 2 (needs support, about 100 words)

[Name] has settled well this year and is always ready to help others. In reading, [Name] is building confidence and now uses their phonics to work out new words. Reading aloud at home for 10 minutes most evenings will help their fluency. In writing, [Name] has lovely ideas and is starting to put full stops in the right places. In numeracy, they are becoming more confident with numbers to 100 when using cubes and number lines. We will keep working on counting on in tens. [Name] tries hard and should be proud of their progress.

Phrases to swap

Instead of	Try
"is weak at…"	"is building confidence in…"
"never listens"	"is learning to listen carefully during whole-class input"
"is lazy"	"will benefit from staying focused on a task until it is finished"
"is chatty"	"is sociable, and is learning when it's time to talk and when it's time to work"
Jargon such as "Es and Os" or "benchmarks"	Plain words about what the child can do

Keeping pupils' details private

Don't paste pupils' full names or sensitive details into online tools, including ours. Use initials or "Pupil A" and add names yourself at the end. Follow your school's and local authority's data rules.

Want one in your style?

Email bullet notes for each pupil using initials or Pupil A, B, C, plus two old comments you've written so we can match your voice. Tell us your word limit. We'll send back a balanced comment and a next step for each, ready for you to check.

Email us your version

Or email [email protected] with "Teachers: report comments" as the subject. One line is enough. Free while we build it with teachers. No pupil names, please. Everything comes back as a draft for you to check.

Questions

How do you write a good primary report comment?

Start with a specific strength, give a short example, add one clear next step, and if there's room say how home can help. Keep it positive, specific and free of jargon.

How long should a report comment be in Scotland?

It depends on your council and school. Some set a limit. For example, one council's published guidance caps the extended comment at 250 words. Check your school's format first.

What does on track mean in a Scottish report?

Many Scottish reports say whether a child is on track to meet national expectations, exceeding them, needing support, or working on individual milestones. The exact wording varies by council.

Can I use these comments word for word?

They're free to use and adapt. Comments read best when they include something only you know about the child, so add one specific example each time.

Can you write comments in my voice?

Yes. Email [email protected] with "Teachers: report comments" as the subject, with bullet notes for Pupil A, B and so on, your word limit and two old comments so we can match your style. Please don't include full names.