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Advice & guidance for school report writing – including our 10 top tips
05/05/2021 @ 10:00 - 11:00 BST
We would all like to think that parents thoroughly read through our carefully crafted pupil school reports. How they must appreciate the hours we put into writing them!
However, the reality is that reports are often not as cherished as we would hope.
It’s very easy to get them wrong. Wrong name in a copy and paste. Blanket statements for the class such as “We had a great time at Arundel Castle”. Then finding out the student didn’t attend that day.
But it is also just as easy to get them right. Being specific. Writing in simple language. Providing opportunities for parents to get more involved in their child’s education. All of these help to create a great school report.
Our webinar looks at some top tips for writing reports to ensure maximum impact from minimum effort. All the personalisation without hours of your time!
Watch the recording of the webinar below
Welcome to the webinar today. I’m Melanie Evans, a little bit of background about me. I’m a former primary teacher and I work for Learning Ladders as a product specialist. Today, we’re looking at advice and guidance for school report writing.
So, thinking about reports, why have we chosen this topic? It seemed topical coming up to the end of the year where reports are coming to mind for lots of schools and a lot reading on social media in teacher circles about reports and the fundamental issues that we’re seeing.
It’s fair to say the system of report writing is broken at the moment, we’ve got teachers spending 30 to 40 hours producing reports for their classes of 30. And I know in my own experience of my previous teaching, the hours that I would pour into each and every report, the systems that were slowing me down and signing off those reports from being able to create a draft, send it to sign off, wait for that feedback from somebody. There were errors along the way using share drives with documents that get lost between wasted time and drawn out processes. So, we know that there are challenges there. We also have parents feeling dissatisfied with the information that they’re being given, an idea of sometimes feeling that there’s a cut-and-paste element to their child’s report and not quite being able to see the progress and attainment and qualities that they would expect for their own child and a lack of detail of how they can support their child at home. It’s almost become a broadcast of how a child is doing, so we’ve got the lack of two way communication.
So in particular here at Learning Ladders, we’re thinking about partnerships with parents. And never before has that been more important than in the pandemic and the lockdown situations with the home learning. I think that’s really brought to the forefront the challenges we’ve had with traditional report writing to now. There’s no choice about how to access these reports. Currently, parents can’t consume the reports in the barriers with their own languages. So, they receive reports that perhaps they have to try and find someone to translate. There’s a barrier between the communication with the parent as well and the teacher, if they wanted to give feedback as a lots of things standing in a parent’s way. The moment typically lots of schools just using a printed version, obviously with parents less in the buildings and school now and more remote being able to find ways to overcome the challenge of reports being a printed base or it just emailed out or not, given the choice of parents how they like to consume them. So overall, we’re looking at reports being very formal in traditional ways, unhelpful, time consuming, not just for the teachers, but for senior leaders who are involved in signing them off. And it’s a bit like the historical parents evening model where you have the five minute formal evening feedback to parents. Here’s how your child’s done in this subject for a whole year, is what these end of year reports can sometimes be like. And it’s a quick snapshot that just comes at the end of a period of time that doesn’t really leave the parent with anything that they can take away to be able to support their child with specific and explicit learning objectives that they need to work on next.
The good news is we have fixed pupil reports at Learning Ladders. We’ve been looking at what’s wrong with the current process. We have been listening to what schools are telling us. Our schools have been giving feedback about some of the challenges they’re finding with pupil reports. And there are systems out there to support you using the technology to support that process, to be able to eliminate as many of those challenges as possible. We’re trying to save teachers hours of time, trying to streamline the process. We’ve created in-depth, highly detailed reports that can be consumed online in a PDF digitally and accessible for all languages. Our reports are able to be translated into over 100 languages to support parents and access being accessible for the child’s reports. And most importantly, the reports that we have created share specific explicit learning goals are shared with the parents, and we’re moving away from the vague statements of ‘Sarah sat nicely on the carpet. She listens really well and puts her hand up’ and they’re all lovely comments. As a parent myself, it’s lovely to hear that your child is polite and is listening to the rules and following the routines. But it’s that important, explicit sharing of the learning that the teachers need to be sharing with the pupils. And that is how we’ve created our pupil reports and met those challenges that we spoke about previously.
And I’m going to show you the process. Perhaps it’s not Learning Ladders as a system you use, but something that will allow you to reflect on your current pupil report system and your process and perhaps something you can take away today that would support you in making some changes to make the process more enjoyable, less hours and more consumable for parents. And here’s an example I’m going to show you. This is what the reports look like. We’ve got the sleek design, very personalised, informative, accessible reports. And I’m going to tell you how now this works.
So, first of all, with thinking about the reporting process, we need to be finding a way for our pupil reports that is simple and streamlined. So, in Learning Ladders, we have an online management of reports all in one place from the draft to the sign off and to the publishing. So, everything is managed in one system. Now, when you’re working across big teams in in large schools, particularly trying to gain that consistency, when you’re not doing that on an online platform, as I said before, can involve shared hard drives. It can involve reports being passed around to different department heads, different subject leaders, for example, and teachers to contribute to that report. All of that taking time, leaving room for error. And there’s no overview. There with a visible, clear picture of where the reports are, so at the beginning of our reports, it tells you what you can do in the pupil report section and you have a clear indication of the status of each report.
They’re able to search for particular students that they’d like to see a report for perhaps searching by a class name and being able to see all the reports per class. The status is an interesting one, being able to manage. I know myself from experience when I was writing them or printing them in the more traditional way, trying to then gather and create the system of right, which of my reports have been written which are ready for sign off. Have I had feedback on those ones? Which ones are ready to publish that? Management of the system of creating these reports can create quite a lot of workload for the teacher. So, in Learning Ladders way we’ve done that is through the status of the reports. So perhaps I want to search for all of the reports that are draft. And that way the teacher I know automatically I don’t need to filter through 30. These are my ones. I’m still writing. Perhaps I’m going to then search for all of the ones that are sent to sign off. So, I know then that I’m waiting for the person to sign off and where that report status is, the sticky labels, as well as a little things to say be times. If you go into one report and come back, all the settings that you had there are exactly the same as they were before, which I know can be really useful. When you filtered using one of the filters at the top, you can see what type of report they are. And then the icon making it really obvious how you can then view each report and then coming back to the class to view the next report in the system. So really easy to visually see where all of your reports are. And we have adjustable settings for each school because we know that I know as a parent, if I received a report back, it’s really nice to see the school reflected in that report. It makes it feel unique. It makes it feel like it was a report just for us and it reflects the values of that school.
So, we’ve got the settings all controlled internally by the school and kind of very clear at the top how you can access the school name, sign off settings, custom modules. You can pick your subjects and then general settings as well that you can set for your people reports. So just like the rest of Learning Ladders very bespoke to the school. So whatever system you’re using, it’s really trying to get that unique feel in the reports that you’re generating so that it’s reflecting your school.
So, then we have to sign off settings. We want that smooth feedback process. Sometimes when you can send your report to a senior leader for it to be checked or for feedback or for contribution in the reports, it can be a really timely process. You’re waiting to hear back. You’re not sure who you’re sending the report to. In Learning Ladders, we met that challenge, really making sure it’s clear in your school, whatever system you’re using, who is the person that’s going to sign off those reports? And in Learning Ladders here each year group, you’d be able to select the teacher user who has the permissions to check and sign off that report. So, when they finish the draft, it really quickly clicks, send for sign off. The person with the sign of responsibility gets an email and a notification telling them there’s a report to be checked. They can then check the report, view the evidence, read through the report, add a comment if it’s a senior leader, and then they’re able to then communicate back with the teacher all through this one system. Okay, so if it’s the case that I like the reports, but we’d like some more specific feedback about place value in the maths. For example, as the teacher, they are able to then send it back. I’m able to view that feedback from the person that signed my report off, amend it and then send it for sign off again. So that process of to and fro in that communication is opened with the person signing off and it happens instantly and online as well. Saving time. So, this sign-off process, however, you’re going to use whichever system having this really clear sign off process is going to take out a lot of the hours in the time spent waiting and chasing and wondering who’s going to sign off, which reports. So, this is one way that you could manage it and then report for any time of the year.
So, at Learning Ladders, we really believe that parental engagement needs to be ongoing, it needs to be continuous, and that feedback needs to be sharing explicit learning goals. OK, so we give choices, looking for systems that allows you to have a choice about how often you’re going to send reports home. Traditionally, there’s the end of year report, which summarises how a child has done across the subjects. But we’re also seeing a lot more need and want for the termly or interim reports which happen more frequently throughout the year. If you’re taking that parental engagement strategy that you’re trying to inform parents of exactly what their child is learning in school, we need to be having a report system that’s perhaps slightly different format to the end of year reports.
So, in a system, it’s really looking for something that will support the school in being able to choose the subjects that you’re going to report on termly and yearly and in Learning Ladders, one way we’ve done that is allowing schools to set out the reports and choose the subjects that they like to include. For example, if it was termly, we may like to only report back on the core subjects. So, I’m just going to do three of the subjects term and then at the end of the year we’re going to report on all the foundation subjects plus the core subjects as well. And that is really unique to each school.
Perhaps some schools want to termly report on all of the subjects, and that’s absolutely fine. There’s no limits. There’s no recommended number. It really is, as with everything else in Learning Ladders, a whole school decision and approach to your reporting. So just down the side there, you can see we have the different subjects in my history, maths, music. So, all the subjects are already in the system will be available to report on. So, it’s useful to try and find a system that will allow you to do this. And then continuing in that view of personalised and reflect in the context of the school wider to the academic achievement is the school attitudes that you’re trying to develop in children.
Now, we know for parental engagement and involvement to be successful, parents need to be informed about how their child is being taught at school. And that’s not just an academic. Parental involvement can really improve and support and scaffold their child in developing certain attitudes that the school feels are important to them. So, if we can report to the parents informing of them what these attitudes are, then the parents and the teachers in the school are working in partnership all on the same page. And that’s why we created in Learning Ladders one way we’ve done this is through custom modules. So, what you’re able to do is to create attitudes for your school. So, whether that’s a team player or showing resilience, it could be that you follow something like the Guy Claxton with the R’s, the reciprocity, and you want to put those in their learning powers or whatever approach, perhaps a high performance learning school in those particular attitudes you’d like to develop there and report on to your parents. So, whatever’s important and unique to your school and the curriculum content and where you intend the students in your school to develop attitudes in that time with you, it’s very important that we’re communicating that with the parents as well. In addition to that, being able to mark the child and how they are doing all along, that those attitudes. So, whether they’re always being a team player, it doesn’t come easy, and they want to report that back to the parent, or maybe they’re working on it. And they’ve been put in really great effort with the attitude. It’s really important for the parent to know that at home that perhaps being a team player is something that doesn’t come easy to my child and that’s being demonstrated at school. Perhaps then as a parent, I’m going to play more team games at home and try and support them in those games to be able to work on it and then become got it and always and become a team player. So being able to report on things that are wider than the academic achievement, I think that holistic view of the child is really important, and that’s something that we feel at Learning Ladders. So, again, looking at the systems you have in place, all your reports reporting on these attitudes to support the parents in supporting a child at home.
And further to that, having these personalised reports, we can even go to putting your logo onto the front of the report, I showed you the smart view of the report before having your school’s logo, that belonging and ownership of the school and being part of a school with the school motto as well, that we believe to achieve results. If you have a school motto trying to include that in your reports, to make it feel like you’re taking ownership and reflection in your school’s identity.
So, thinking about what I did to that and the teacher’s workload and we’ve talked about how many hours it can take for that whole process of writing, signing off and then sending to parents, another element to that and something that I remember well is the pulling in predefined comments. So sometimes there are comments that will be used frequently. So perhaps it’s with certain groups of children. And actually, there’s a phrase that works well across and it’s something that I want to use in multiple reports. We’re not we’re not trying to move towards having that copy and paste feel of a report. But it’s just in those instances where there are phrases that are really useful to have in multiple reports. So, we Learning Ladders one way to reduce that workload is to be able to import comments that into the system, add new comments, edit and delete existing comments in there, almost like a bank of comments that you might have on an Excel spreadsheet, just bringing it all into the one system. What’s great about this is it can be in any language as well. You can see in the example that I’ve given here; we’ve imported an Arabic comment so that I can use that in my reports and then I can draw on those comments as I’m building the reports where they’re appropriate. We’re not suggesting, as I say, the copy and paste approach of putting that comment on every single 30 reports. It’s just that for the reports where you need it, they’ll be there for you to reduce the workload in doing that.
Thinking about then the sharing of explicit learning goals and we talk a lot about at Learning Ladders about sharing, learning and having visible learning with pupils, visible learning to the parents and the teachers and everybody surrounding that child, understanding what that child is currently working on, their challenges and also the strengths and the celebrating the learning these people reports are supposed to be a time for celebration of look how great your child has done this year, all these strengths and all the objectives that they met now that they can do that, they couldn’t do before. We really want to make sure that that’s coming across in the reports. But how do you do that as a teacher when there are 30 children in your class? Different strengths for each child, different challenges for each child. Pulling that information from lots of different sources can be time consuming. So whatever system you’re using, it’s thinking about working smarter. So, if you’ve been already inserting formative assessment into a system and tracking that assessment, then systems like Learning Ladders.
What we’ve done is we’ve been able to put the strengths or the challenges, and it will pull in the formative assessments that I’ve added on the system already. So, you can see here for the maths, I can recall and use multiplication division facts. Now, that’s an objective that’s not yet been marked as assessed as met. So that’s why it’s being pulled through in the challenges. And our system will do that for every single subject as well. So, as well as pulling through the strengths and objective that is pulling through those challenges, I know that it’s unique to that child. I know that it’s specific. And that is the information that parents need to be able to support their child at home. And then, as you can see on the completed report, on the left hand side for each subject, then you can have multiple strengths and multiple challenges within a click of a button. And it really does take the work out. But you’re still retaining that unique approach and that the parent knows that you are aware of the exact strength and challenge and they are now aware of the exact strengths and challenges so that they can support their child at home.
We’ve now shared the explicit learning objectives that the child has either achieved or is yet to achieve. But we can bring those reports to life because reports are supposed to be something that parents for years and years have kept treasured, shown them when they get older. You know, all those lovely, loving things around celebrating the learning, I think is really brought to life. If you can really engage parents to be able to share evidence of their child in that subject and be able to say, look, here is a photograph of your child achieving and celebrating and doing really well in their learning, they can then show and sit next to their child. And that conversation between parent and child then is increased because the pupil can explain to the parent what they were doing at the time. They feel proud that their parent is understanding what they’re doing at school and improving the articulation of learning at home. So, the evidence is a really great way to bring your report to life. What’s really exciting and Learning Ladders and no other reports are going to let you do this is you can have a video. As a parent I would absolutely love to be able to see a video of my child like a fly on a wall, what they’re doing at school and in the subjects. So, at Learning Ladders, you able to upload a video as a piece of evidence around 30 seconds video. And then when the parent is viewing the reports digitally, they’re then able to watch the video of that child and really bring that to life. They can watch the video with their child and ask them questions about what they were doing. And it’s a really nice way to share that learning and to celebrate at home. So, looking for systems and ways to improve your reports by making them more interactive and more visual and exciting.
Further to that, as well as the teacher in a child’s life, we have lots of people involved who have a voice. So, you may have the senior leaders in the school who would like to comment on the reports for each child. I know that was the case in schools I’ve worked in before. This head teachers head of phase for some time, would like to write reports about and a comment about the child. So that’s why in our system, we’ve looked at ways that the senior leaders can add a comment or as a school again and the flexibility in Learning Ladders, you might just want to switch that off and you’re not going to include a senior leadership comment that is completely down to the schools. So, it’s really agreeing a process within your school. Do we want to add the leadership comments? How are we going to manage that process if a senior leader is trying to sign off reports and comments to lots of different reports? And that’s why having a system like Learning Ladders or another system that allows you to be able to track and all contribute to reports online, as long as they are assigned to the classes, they can go in and at the senior leadership comment and you can see that at the top, then the teacher can have a comment at the end as well. And most importantly, and something that we believe in here at Learning Ladders is the pupil voice coming through, being able to allow the child to add a comment to their own reports and also to choose a piece of evidence or a piece of what they’re proud of, their reflecting on their learning. They’re able to share something with a parent that they’re really proud of and tell you why they’re so proud of it and perhaps include that in their pupil comments. So, we’ve got the pupil at the centre, we’ve got the teachers SLT, and we’ve got the parents all working together to celebrate the learning. And they’re all informed and know exactly what the next steps are in their learning.
So then thinking about the parents at home, they receive home a report being able to comment as a parent and being able to communicate about that report. So sometimes it may be in a positive way. You’ve received a report home. I know as a teacher in the past, I’ve sent reports back and you get these lovely comments come back from the parents saying how pleased they are, how glad they are to see that they’ve been working on these strengths and things that they’re going to help the child with at home. Sometimes a report can be can cause some worry or concerns for parents as well and being able to give parents a way to express that and to share those worries and concerns and to ask for help is something we need to think about in this report process.
As I say, typically reports have been a bit of a broadcasting rather than a two way communication. And that really is how we are looking for partnerships with parents. So, thinking about whatever system is being used like Learning Ladders, we’re able to include parent comments so the parent can receive the reports, add a comment and send them off to the teacher. And it doesn’t just end there. You can then have two way communication. So, if you stay in the bottom corner, we have a comment that is a little bit like a messaging system. So as the parent, I would say you mentioned on this report that my child doesn’t know the number bonds to 10. I don’t actually know what number bonds to 10 are. Can you help me, please? And then as a teacher, this is all managed within Learning Ladders, as you can see at the top, that your notifications as the teacher within Learning Ladders, I’m able to then get a notification. OK, so Stella’s mum has come back asking questions. She doesn’t know what number bonds to 10 are. It tells me what it was related to. It was related to pupil reports. It tells me the class and the year group and the child’s name. And I can also see that message. And then we can go back and forth and making sure that Stella’s mum feels that she’s had the support she needs. It could just be a comment back saying, please come and see me after school tomorrow and I’d be happy to talk it through. OK, so having that two way communication is something that Learning Ladders has felt is really important and historically has been a little bit missing. The parents got the report, they wrote comment back and then, you know, sometimes didn’t hear much more.
So, this continues the conversation. Removing barriers then, so if we have a parent who’s received a report and they have. Accessibility issues, so that could be language, how are they going to consume these reports when their home language is other than English? So, in our parent portal, this is what it looks like at the top. When the parent receives a new report, they get notification in the parental engagement site and it would say there’s a new report here, gives them options. They can view the reports, they can download the report, and then they can print it and keep it, or they can view the teacher comments and they can have that two way communication. What is really important and fundamental is to remove the barrier of language away so that it’s accessible for everybody. So, in Learning Ladders, they’re able to translate the report and the whole parental engagement side. As you can see here, I’ve just changed these people report notifications into Arabic. There are over 100 languages in Learning Ladders. So, the systems that we use for people reports need to be accessible for parents in whatever language that they can consume. And that’s something that Learning Ladders can do, as you can see here about a snapshot of what that looks like when they open the report.
These are the attitudes to learning that I talked about earlier. So, they’ve been indicated which ones they are working on. So, I’ve translated that into Arabic, or perhaps it’s a Chinese for the subject. So, everything in that report here can be consumed and read in the language that they need to. And even where there’s dual language at home and maybe both parents speak a different language, they can then translate into the language that they’d like to read it in as well. So over one hundred languages thinking about system, how are we enabling our parents to get this feedback in a way that they can understand and consume and ask any questions that come out of that port? So, when I receive is an example of a report that I might get home for reading and I’ve got the strengths and got the challenges and I feel informed that I know what my child is working on as a parent. If I haven’t in the case of Stella’s mom earlier and if I haven’t quite understood a concept such as number bonds to 10 is the challenge that she’s facing.
The question is that we have is how do we up skill the parents in a way that doesn’t create a huge workload for teachers? How can we do this remotely and on demand when the parent needs it? So, thinking about how that parent is going to then move forward with the information you’ve given them in order for them to be fully involved in supporting their child with the learning at home. So, one way we’ve done this in Learning Ladders, in the parental engagement Ladders at Home site, they are able to then go for any of the objectives in the system that have been shared with them. They can click articles and at the top what they get is an article for every objective. So, for the maths, for example, about shapes here, what does this mean? Why is it important? How is it taught in school? Because we know that strategies move on, like phonics wasn’t heard of when we were learning when we were younger. So suddenly to be given a challenge around something that’s a different concept or a different way to the way you’ve been taught at school, we don’t want to give children confusing messages about how things are being taught. Typical homework tasks, so given that parent examples of things that they can do with their child at home, teacher tips, for example, about helping your child at home and then any links to useful websites that might then challenge your child or maybe offer that support so that differentiation is coming through as well. So, an article for all of the objectives on the maths and the literacy, and they can be translated into over 100 languages again. So, the whole of the parental engagement site is accessible for parents, not just the reports, but the support that goes afterwards. Upskilling and understanding that that gives the parent the confidence to sit with their child and support them in overcoming those challenges so that they become strengths. And that’s one way that Learning Ladders does this.
So, thinking about your report process, how will you as a school and your system or using how is it allowing you to be able to then support the parent with working with their child at home on the learning goals that you’ve identified that they need to be supported with? And then thinking about integrating it, integrate your reports into the wider parental engagement strategy so that we know we talk about here at Learning Ladders that parental support and engagement should be an ongoing, continuous cycle of feedback, communication with the parent at home. So, if you can integrate these people reports with a wider process of feedback, so not just the end of the year or a term, parents evenings for five minutes, not just an end of year report, but the wider supporting of parents that will improve the learning outcomes for children and the feedback.
So, we’ve got the child in the middle. This is the aim at Learning Ladders. We want the child centric approach. A child needs to know exactly what they’re working on, what they need to do and what comes next so that they can be in control and feel like they’re succeeding. But surrounding this in order for the child to feel that way. We know that we’ve got the parents, the teachers and the SLT working in partnership together. So, we want our parents finally understanding what their children are learning, shown exactly how to help at home and taken the stress out of home learning. Parents are busy. They have work, a lot of responsibilities. They’re keeping a house. They’re also trying to support their child learning at home. So, we need to make sure schools that we’re taking the stress out of that process by making it easy for them to communicate with the school remotely and when they need it. And then we can say we’ve got the teachers in the SLT, both outside of that as well, which come into the school improvement plan approach of Learning Ladders seven Learning Ladders.
The continuing parental engagement that might go alongside is the home learning tasks that are set as you’re going along so that parents are used to sitting with their child and supporting them on objectives as they go along throughout the year, not just at the end of the year. So in systems like in Learning Ladders, we have an ability to set homework. So, this could be self-marking homework. Well, that means I can create a task. I can tell the system multiple choice, and which one is the correct answer. And we’re giving that instant feedback to the parent and the child about what their child has understood and where they are in their learning. It will enable them to have helpful links that you can add in. So, if you’re finding this task hasn’t challenged you, here’s a challenge. Go on this website, play this game. Look at this resource. If you found that the mark that it gives you, it gives you a mark and a percentage. And if you haven’t done as well as you thought, perhaps, perhaps try this game that will support you in your learning and understanding. And that’s all managed a game of in Learning Ladders. So, you get the results for multiple choice questions just at the top here, the names of the children in the class and the task that you’ve set. And I can then start to really analyse how that home learning is going. I can see which questions perhaps 90 percent of the class haven’t understood a question involving multiples of four, for example. And I realise that actually there is a gap in learning as a cohort. And actually, my planning I’m going to use that analysis to make sure in my future planning we’re readdressing multiples of four so that we can have more children achieving that objective. It may be that there’s a child I can identify who’s got all of the questions right. And then I need to think about the pitch of the lessons, making sure that I’m challenging them. I’m getting feedback from the pupils themselves as well. So, at the end of the homework, the ability for pupil voice to come through and for them to say how they felt about the task was easy. Did they find it medium or hard? And they can even write a comment to their teacher. There’s that two way communication as well, where the parents are able to then write a comment to the teacher to say, my child’s attempt at this task and realise that they really struggled on this aspect. What do you suggest I can do to help them? And then the teacher can then comment back.
So, we’ve got the two way communication as well within the Self marking homework and other types of homework as well. For the early years, it might be more of an open ended homework. Or you say this weekend we’re going to go on a learning environment, walk with your grown up, see which to 2-D shapes you can see in the environment, and we’ll talk about it on Monday. So those kind of open tasks as well. So, lots of different types of homework in Learning Ladders getting that engagement, supporting parents, following through from just the reports. Building on that throughout the year so that everybody understands where the child is learning and why we want to do that.
At Learning Ladders, we talk about parental involvement and different levels of involvement. Sometimes we have the first layer of parental involvement. So, we’ve got reading in class all these useful things, parents volunteering, helping with resources, coming to parents evening. And then we have the involvement with schooling. So, thinking about parents supporting their child, submitting their homework on time, helping with their homework to make sure that they’re going online and looking at it. But the true parental engagement with learning is what Learning Ladders talks about. And a bit like I said earlier, there’s attitudes towards learning the parents role in giving guidance to support them and scaffold them in developing the attitudes and the moral support that parent a child needs. Because we know in Learning Ladders, the effect of the parent is over five times more impactful than anything that schools do in school. OK, so we’ve got to have predictive of student outcomes and success, then socioeconomic status. But then on the flip side of that, we know how important this engagement is in primary pupils. But then there’s 80 percent of parents saying they’re not getting the help they need to support their child. So, pupil reports are one way of giving that feedback and allowing parents to feel that they’re getting the help, particularly with that two way communication where they can ask questions. But really, here at Learning Ladders, we’re looking at parental engagement and involvement as a whole and those worrying statistics of 80 percent saying they’re not getting the help they need.
And research that Learning Ladders has showed is 93 percent of parents wanted more information about what their child is learning, why and how it’s taught, which is why when I say integrating your people reports into a wider parental engagement strategy, it’s more successful because then that parent is upskill. So, they’ve been told exactly what their child does or does not yet achieved the objectives. But they’re also given this is how you can support them at home. Here’s information about what happens in school and how it’s taught because we know this research is telling us that this is what parents really want.
So, in summary, I’ve been speaking for a very long time now, but involving parents and granular level learning. And it is the single biggest positive influence school can have. So, if you can look at your report process and ensuring that the granular level detail is in that report, making sure that adults know exactly what their child’s learning and what they need help with, and that’s the real key to moving forward with the pupil reports approach once adults know exactly what their child is working on, how you as a school supporting the adults, the scaffold that learning at home. So that’s like the articles I spoke about that support the parents. And do you have an explicit parental engagement strategy? And as your parents will reporting for pupil reports, part of that process, that ongoing and continuous process, rather than considering it as perhaps an end of year reporting to parents. And really what Learning Ladders speaks about is creating those great conversations about learning so children who can articulate their learning with their parents at home, they’re used to talking about learning with their teachers, with their parents, so that everyone is on board and most importantly, using systems to help you.
The technology is out there. Companies and systems like Learning Ladders are here to take some of the work out of those systems, to streamline it, to make sure that the best supports possible can be created. So, if you’re interested and you’ve heard about the reports, I’ve spoken to you about today, specifically, we’ve Learning Ladders we have EdTech impact review. So, if you’ve never been on EdTech impact, imagine it like a trip advisor for education. We have our schools that have gone on there. People have used pupil reports before, and they leave a review. So, you’ll be able to hear it from a school themselves, how they found that process. Okay. And if you’d like any more information, we’ve got the Hello at Learningladders.info email address or Stella James is the person to email StellaJ@learningladders.info.
Thank you so much for coming today to the webinar. I hope it was useful. Enjoy the rest of your day.