Keep it regular
Send a short update at an agreed interval, such as each half term or review cycle. Add an earlier contact when support or access changes.
Regular · brief · strengths-based
Family progress updates
Give families a clear picture of what their child can do, where support helps and what the next learning opportunity will be. A small colour-coded return with shared criteria can be more useful than a long narrative report.
A one-page rhythm
Use clear criteria
Share the same skill descriptors used in planning, but phrase them in plain language. Tell families which task or situation informed each colour.
Show opportunity
Name one realistic next step and how school will teach or support it. Invite a family or student insight without assigning them responsibility for delivering the intervention.
Colour key: one status for each area
- Needs close support
- Developing
- Increasing independence
Always show the words and colour together. Explain that status is about the current learning goal in the described context. It is not a grade, a measure of intelligence or a final decision about EAL support.
Copy-ready update
EAL learning update
Student: Class / year:
Period: Next review:
A strength we have noticed:
Learning areaCurrent pictureEvidence and next opportunity
Listening & speakingDevelopingIn a paired science discussion, explains an idea after rehearsal. Next: practise adding a reason using “because…”
ReadingIncreasing independenceFinds key information in a familiar topic text. Next: use headings and context to check unfamiliar subject words.
WritingNeeds close supportOrganises a paragraph with a model and sentence prompts. Next: jointly plan a topic sentence, then reduce one prompt.
What school will do:
Student voice / family comment:
Contact: Preferred communication language / access:
Make it accessible across home languages
- Write the update in short sentences and explain school terms, colour labels and any assessment name.
- Translate the same criteria and next steps consistently. Use the school’s approved translation or interpreter process for consequential conversations; check meaning, names, dates and tone.
- Offer the family a way to ask questions or share context in a preferred language. Record important clarifications and agreed actions.
- Keep sensitive information in approved school systems and share it only with staff and family members who should receive it.
Keep the return short: one strength, a few skill statuses, one or two next steps, what school will do, student or family voice, and the next review date. Use a meeting or call for nuance that does not fit safely on the page.
When a colour changes
Say what changed in the evidence and what support will change with it. For a move toward less targeted provision, describe a planned trial, ordinary classroom supports, a check-in date and who families should contact. If the learner struggles, make it easy to restore or adjust EAL support. A colour change alone should not communicate graduation or placement.
Review learner profiles and progression →