Updated: 09/04/2026
Your child's autumn term report lands in your lap. You scan the pages, looking for reassurance that everything's on track. But instead of clear answers, you find phrases like "working towards," "making good progress," and "needs support in applying phonic knowledge."
What does this actually mean? Is "working towards" bad? Should you worry? And what are you supposed to do?
Schools use a whole vocabulary of terms that sound reassuring but can actually mean your child is struggling. Decode what teachers are really saying and what you should do about it with Primary Tutor Project.
Your child is below where they should be for their age. If your child is in Year 4, they should be working at Year 4 level. "Working towards" means they might be at high Year 3 or lower Year 4 level — they're progressing, but not fast enough to meet year-end expectations.
This isn't the same as failing. Many children are "working towards" in autumn term and reach expected by summer with the right support. But don't let it slide either. If this phrase has appeared for multiple terms, the gap is significant, or your child is in Year 6 with SATs approaching, it needs addressing now.
This phrase catches parents out. It sounds positive (and in a sense it is) but often means your child started behind and is improving whilst still below expected. They might have moved from "well below" to "below," which is genuine progress, but they're not where they need to be yet.
The key question to ask is: at this rate, will they reach expected by year end? If the answer is no, progress alone isn't enough.
Your child has a specific weakness that's actively holding them back. Common examples: "needs support applying phonic knowledge" (can't sound out unfamiliar words), "needs support with number bonds/times tables" (basic facts aren't automatic), or "needs support with reading comprehension" (reads words but doesn't understand meaning).
Notice the word "needs," not "could benefit from." These gaps don't sit still — they get bigger. If the weak area is fundamental (reading in Year 3, times tables in Year 5) or keeps appearing term after term, treat it as urgent.
This is what you want to see. Your child is on track and should meet national expectations by year end. In a class of 30, roughly 15-20 children will be at this level, so it's genuinely good news, not faint praise.
"Expected" is a broad band though. Your child might be at the lower end of it, which can still feel like struggling at home. If there's a gap between how they perform at school versus at home, it's worth a conversation with the teacher. They might be managing fine with classroom support but not yet working independently.
Your child is working above expected level, showing deeper understanding and applying knowledge to new situations. Only 2-5 children per class typically achieve this.
The things worth watching here aren't academic. Very able children can feel isolated or bored if they're not being appropriately challenged (ask the teacher how they're being stretched, not just given more of the same work). Watch too for perfectionism; high-achieving children sometimes become afraid of making mistakes, or reluctant to try things where they won't immediately excel.
Beyond the five main phrases, a few other things are worth knowing:
"With support" or "with assistance"means they can't do it independently and need an adult alongside them.
"At times" means inconsistent. Sometimes they can, sometimes they can't. Often a confidence issue as much as a knowledge one.
"Beginning to" means they've only just started and have a long way to go. Not mastery.
Comments about attitude or resilience can quietly signal academic struggle. If a child is consistently praised for trying hard but achievement isn't mentioned, they're probably behind.
If your child's report has arrived (or is about to), here's your action plan:
The most important thing is not to wait. Autumn term is early, and there's plenty of time. But the gaps that get addressed in October look very different by July to the ones that got left until March.
Structured support is worth considering if your child has been "working towards" for multiple terms, if "needs support" keeps appearing in core areas like reading, writing or maths, or if you're in Year 5 or 6 and still below expected. There's less time than you might feel before secondary school. It's also worth thinking about if home practice is becoming a source of stress and arguments, or if your child's confidence is visibly taking a knock. The common thread is the same issues appearing term after term with no sign of closing.
Our small group tuition clubs offer expert support without the high cost of one-to-one tutoring. With just 3-5 children per group, your child gets personalised attention while learning alongside peers. Experienced teachers target the specific gaps identified in reports, building both skills and confidence.
Explore our tuition clubs or book a free assessment to discuss your child's report and create a tailored support plan.
