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Reporting

'Reporting provides clear, positive and constructive feedback on learning and progress to parents and learners, and creates an agenda for discussions about next steps in learning.'    Building the Curriculum 5

Staff supporting pupils with additional needs are familiar with this kind of reporting whether for review meetings, evaluating plans and targets with pupils or as a report for parents.

Building the Curriculum 5 provides examples of how we might celebrate achievements and attainments. It also has information on current development and delivery of P7 and S3 profiles from National Assessment Resource (NAR). Profiling in this context of assessment should not be confused with pupil profiles as described in Support for Pupils. 

There are important question to consider about the format of reports for pupils with autism and information they contain.

Think about  Think about

  • Is information recorded in variety of formats - written, photos, video, speech bubbles with comments etc?
  • Do reports reflect progress in strategies used to support any barriers to learning through impact of autism –  do they have targets in communication / interaction / flexibility of thinking?
  • Do reports recognise small steps or those from pupil’s personal development? 
  • Do assessments and reports inform planning for individuals?
  • Do reports include views of parents/carers and other agencies as appropriate?
  • Are parents/carers given time to consider reports before meetings?
  • Are views of pupils included in reports?
  • Do reports continually simply reflect the same issues for a pupil which may be due to impact of autism – ‘difficulties joining group discussion’, ‘regularly does not hand in homework’ , ‘tends to be on his own’ . Is there information on how pupil is being supported in these areas?
  • Does standardised report have ‘tick’ boxes which reflect continued failure? Could these be reviewed and adjustments made to format?

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