CBC Report Card Comments: Over 90 Ready-to-Use Remarks by Level and Subject

Writing forty report cards at the end of term is where good intentions run out: by the twentieth learner, every comment reads "Good work, keep it up". Parents notice. This bank gives you specific, encouraging comments for each CBC performance level and learning area, and a simple formula so you can write your own quickly.

The three-part formula

A useful comment answers three questions a parent has:

1. What can my child do? Name one real skill, not a grade. "Solves word problems on fractions confidently."
2. What is the next step? One specific target. "Next: showing every step of working."
3. How can home help? One small, realistic action. "Ask her to explain her homework to you once a week."

Two short sentences that do this are worth more than a paragraph of praise. Swap in the learner's name and the skill, and the comment becomes personal.

General comments by performance level

Exceeding Expectations (EE)

• Works independently and accurately, and often helps classmates understand difficult ideas.
• Applies what she learns to new problems with confidence. Ready for more challenging tasks.
• Asks thoughtful questions that deepen class discussions. Keep reading widely.
• Produces neat, complete and well-organised work every time.
• Shows leadership in group work and manages time very well.
• Explains his reasoning clearly, both orally and in writing.
• Goes beyond the task, adding his own examples and ideas.
• A consistent, curious learner. Challenge questions will keep stretching her.

Meeting Expectations (ME)

• Completes tasks correctly with little help. Next step: checking work before handing it in.
• Understands the main ideas well; more practice with longer questions will build speed.
• Participates well in class. Encourage him to ask when something is unclear.
• Steady progress this term. Reading for twenty minutes daily will strengthen comprehension.
• Works well in groups and contributes useful ideas.
• Accurate in routine tasks; next, applying them to real-life problems.
• Reliable and organised. Could aim higher by attempting the extension tasks.
• Good understanding shown in practical activities; written answers can be more detailed.

Approaching Expectations (AE)

• Can do parts of the tasks and is improving. Needs more practice with the basic steps.
• Works best with some guidance; building confidence to try tasks alone is the next step.
• Understands ideas when explained with examples. Daily short practice at home will help.
• Making progress in class activities; needs to complete and correct homework regularly.
• Shows effort. Focusing in the first minutes of each lesson will help her follow along.
• Reads simple texts well but finds longer passages hard. Reading aloud at home will help.
• Knows the key facts but needs practice applying them to questions.
• Has improved since mid-term. Keep encouraging him; he responds well to praise.

Below Expectations (BE)

• Is beginning to grasp the basic skills and needs regular support. We will work on this together next term.
• Needs help to start and finish tasks. Small daily practice at home will make a big difference.
• Shows interest in practical activities; we will build on this to strengthen written work.
• Has gaps in earlier skills that we are filling step by step. Please check homework each evening.
• Attendance has affected progress. Regular attendance next term will help him catch up.
• Works better in a small group; we will continue extra support sessions.
• Responds well to one-to-one help. A short meeting with the class teacher would help us plan.
• Has made a start. With steady support at home and school, progress will follow.

Comments by learning area

Mathematics

• Calculates accurately and explains each step of working.
• Solves word problems well once the question is understood; practise reading questions twice.
• Confident with whole numbers; fractions and decimals need more practice.
• Draws neat, accurate graphs and diagrams.
• Knows the multiplication tables well, which speeds up all his work.
• Needs to show working, not only answers, to earn method marks.
• Uses measurement skills well in practical activities.
• Ask him to work out real shopping totals and change at home.

English

• Reads fluently and with expression, and understands what she reads.
• Writes interesting compositions with a clear beginning, middle and end.
• Has a wide vocabulary; next, varying sentence length and structure.
• Speaks confidently in class presentations.
• Understands grammar rules but needs to apply them in her own writing.
• Spelling and punctuation need attention; proofreading will help.
• Listens carefully and follows instructions well.
• Encourage reading a storybook or newspaper article daily.

Kiswahili

• Anasoma kwa ufasaha na anaelewa anachosoma.
• Anaandika insha zenye mpangilio mzuri na msamiati mwafaka.
• Anazungumza kwa ujasiri; aendelee kuzingatia sarufi sahihi.
• Anaelewa sarufi lakini anahitaji mazoezi zaidi ya kuitumia katika uandishi.
• Ahimizwe kusoma hadithi fupi za Kiswahili nyumbani kila siku.
• Anajitahidi; tahajia na uakifishaji vinahitaji kuboreshwa.

Science (Science and Technology, Integrated Science)

• Carries out experiments carefully and records results accurately.
• Explains scientific ideas using correct terms.
• Draws and labels diagrams neatly and correctly.
• Shows curiosity and asks good questions about the world around him.
• Understands practical work well; needs to revise key definitions.
• Works safely and follows laboratory rules.
• Should practise explaining "why" in answers, not only "what".
• Encourage her to observe and talk about plants, weather and machines at home.

Social Studies

• Has good map skills and reads scales accurately.
• Relates what we learn to real events in the community.
• Understands citizenship and shows it through responsible behaviour.
• Needs to support answers with examples.
• Contributes thoughtfully in discussions on governance and values.
• Watching or listening to the news together will build his general knowledge.

Creative Arts, Sports and PE

• Shows talent and creativity in art and craft work.
• Sings and performs confidently.
• Participates enthusiastically in games and shows good sportsmanship.
• Follows the rules of games and plays fairly as a team member.
• Has improved coordination and stamina this term.
• Completes projects neatly and on time.

CRE, IRE and HRE

• Recalls stories and teachings accurately and explains their lessons well.
• Shows respect, kindness and responsibility in daily conduct.
• Applies values learnt in class to real-life situations.
• Participates respectfully in class discussions.
• Needs to learn key references and teachings more thoroughly.
• A good example to others in conduct and attitude.

Comments on values and conduct

• Respectful to teachers and classmates, and kind to younger learners.
• Responsible and trustworthy; carries out duties without being reminded.
• Works well with others and resolves disagreements calmly.
• Punctual and well prepared for lessons.
• Needs to improve concentration during lessons.
• Takes good care of school property and the environment.
• Shows patriotism and pride in the school community.
• Can be easily distracted; we are working on focus together.

Head teacher's remarks

• A good term's work. Keep up the effort and aim higher next term.
• Excellent progress across learning areas. Well done.
• Steady improvement noted. Continue working on the areas your teachers have identified.
• More effort is needed in the areas noted. We will support you, and we count on your commitment.
• A hardworking and disciplined learner. A good example to others.
• Please see the class teacher to agree a support plan for next term.

Phrases to avoid

• "Poor", "weak", "lazy", "slow": they label the child and give no direction. Describe the skill instead.
• "Can do better" on its own: better at what, and how?
• Position in class: CBC policy discourages ranking, and KNEC has warned against mean-score league tables.
• The same comment for everyone: parents compare report cards.
• Comparisons with siblings or classmates.