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. Let's decode what teachers are really saying and what you should do about it.
1. "Working Towards Expected Standard"
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.
Don't panic if it's early autumn and the gap is small. Many children catch up by summer. Do take action if this has appeared for multiple terms, the gap is significant, or your child is in Year 6 with SATs approaching.
2. "Making Good Progress"
This phrase catches parents out. It sounds positive, 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 progress, but they're not where they need to be.
Don't panic if the report also says "at expected standard." Do take action if "making good progress" is paired with "working towards." This means improving but still behind.
3. "Needs Support In (Specific Area)"
Your child has a specific weakness holding them back. Common examples:
The key word is "needs," not "could benefit from." This is actively holding them back.
When To Worry
Don't panic if it's one small area and everything else is strong. Do take action if the weak area is fundamental (reading in Year 3, times tables in Year 5) or appears term after term.
What To Do About It
4. "Working At Expected Standard" or "Meeting Age-Related Expectations"
This is what you want to see. Your child is on track and should meet national expectations by year end. They're exactly where they should be. In a class of 30, about 15-20 children will be at this level.
Don't panic at all. This is good news. Your child is exactly where they should be.
Do consider enrichment if: Your child is bored, finishing work quickly, or showing interest in going deeper. "Expected" doesn't mean they can't be challenged more.
5. "Working At Greater Depth" or "Exceeding Expectations"
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.
You really don't need to worry about academic progress. But watch for:
Social and emotional needs. Very able children can feel isolated or bored if not challenged appropriately.
Perfectionism. High-achieving children sometimes become afraid of making mistakes or trying new things where they might not excel immediately.
Uneven development. A child might be at greater depth in maths but struggling with writing. Make sure all areas get attention.
The Hidden Messages: What Teachers Won't Write But You Should Know
Beyond the official language, here are some phrases that have hidden meanings:
"With support" or "with assistance" means they can't do it independently. They need an adult sitting with them.
"At times" means inconsistent. Sometimes they can, sometimes they can't. Often means confidence is an issue.
"Beginning to" means they've just started and have a long way to go. Not mastery.
"Usually" or "most of the time" sounds positive but means there are times they can't do something they should be able to do consistently.
Comments about "attitude" or "resilience" often signal academic struggles. If a child is constantly praised for trying hard but achievement isn't mentioned, they're probably behind.
What To Do This Week
If your child's report has arrived (or is about to), here's your action plan:
Day 1: Read it properly. Don't just skim. Look at every subject. Notice patterns. Is the struggle in one area or across the board?
Day 2: Book a meeting. Email the teacher requesting 10-15 minutes to discuss the report. Be specific: "I'd like to understand what 'working towards' means for literacy and what we can do at home."
Day 3: Make a plan. Based on the teacher's feedback, identify 2-3 specific things to work on. Not everything at once, just the priorities.
Day 4-7: Start small. Begin with 10-15 minutes daily on the priority areas. Consistency beats heroic one-off efforts.
Ongoing: Monitor progress. After 4 weeks, assess. Are you seeing improvement? If not, it might be time for additional support.
When To Consider Professional Help
Not every child needs a tutor, but you should consider structured support if:
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.
Your child's autumn term report isn't just a piece of paper with confusing jargon. It's a snapshot of where they are and a roadmap for where they need to go. The key is understanding what it's really saying and taking appropriate action.
"Working towards" isn't a disaster, but it needs addressing. "Making progress" might not be as positive as it sounds. "Needs support" means act now, not later.
The good news? Most gaps can be closed with targeted, consistent support. Whether that's 15 minutes of daily practice at home, using quality educational resources, or bringing in expert help, the sooner you act, the better the outcome.
Your child's teacher has given you the information. Now you have the translation. Time to make a plan.
1. Is "working towards" the same as failing?
No. "Working towards" means your child is below the expected standard but still making progress. It's a concern that needs addressing, but it's not failure. Many children are "working towards" in autumn term and reach expected by summer with the right support.
2. How much difference is there between "working towards" and "working at"?
It varies. Some children are just below the line and close to "working at." Others have significant gaps. Ask the teacher specifically: "How far below expected is my child? What percentage of the year group expectations have they met?"
3. Should I be worried about one subject being lower than others?
Not necessarily. It's common for children to be stronger in some areas than others. However, if reading or maths is significantly weaker, address it promptly as these underpin other subjects. A child weak in reading will struggle across the curriculum.
4. What does "mastery" or "greater depth" actually involve?
It means your child can apply knowledge to new situations, explain their reasoning, solve complex problems, and show deeper understanding. They're not just getting things right but truly understanding concepts and can teach or explain them to others.
5. My child's report says they're "at expected" but they're struggling at home. Why?
"Expected" is a broad band. Your child might be at the lower end of expected, which can still feel like struggling. Or they might be fine at school with support but can't work independently yet. Talk to the teacher about this discrepancy.
6. How often do schools update these judgements?
Most schools assess and update progress at the end of each term (three times yearly). Some do it more frequently. The autumn term report is an early snapshot. Progress can change significantly by summer.
7. Is it too late to improve if my child is "working towards" in autumn?
Absolutely not. Autumn term is early. With targeted support, many children catch up. Even in spring term, there's time to make significant progress. The key is acting now rather than waiting to see if they catch up naturally.
8. What if I disagree with the teacher's assessment?
Book a meeting to discuss specific examples. Ask what evidence the judgement is based on. Sometimes parents see different skills at home than teachers see at school. Occasionally assessments need adjusting, but usually the teacher's view (based on consistent observation and testing) is accurate.
