About Report Writer and its sentences
Adam Hale Report Writer assembles report comments from 39,611 pre-written sentences in 23 banks. No AI runs when you use the app: rules pick the sentences, and you edit the result.
How the sentences were made
How the sentences were made: they were drafted with AI writing tools to a detailed style guide, revised line by line in an AI-assisted editorial review, and machine-checked for grammar, spelling, pronoun agreement and repeated wording. Before publishing, the author spot-checked a sample of the sentences. Please read and personalise every comment before use.
- AI-drafted to a written style guide for each bank: the skills and sample behaviours, the level scale, the grade bands, local spelling and school vocabulary.
- AI-edited line by line to remove vague, repetitive, unsupported or age-inappropriate wording.
- Machine-checked for grammar and spelling, pronoun agreement for he, she and they, words that do not fit a level (such as "consistently" for the lowest level), and repeated or near-duplicate sentences.
- Author spot-checks of a sample for most banks; the table shows which ones are still to come. A spot-check is not a review of every sentence.
Adam Hale does not claim to be a teacher in any of these systems, and no ministry, board, school or curriculum body has reviewed this content. Always read every comment before it goes home.
How a comment is put together
For each pupil the app picks an opening sentence that matches the overall picture, a strength for each of the skills rated highest, a next step for the skill rated lowest, an optional tip for home and a closing sentence that fits the report period. It drafts the whole class together so that no two pupils get the same sentence while unused ones remain, prefers sentences that start differently within one comment, and fits each comment to your character limit by choosing shorter sentences first.
The banks
| Report type | Sentences (Pro) | Free sample | Author check |
|---|---|---|---|
| Primary learning behaviours (KS1-KS2) | 1,234 | 220 | Author read 10 sentences on 2026-10-12, no changes |
| Primary subject comments (KS1-KS2) | 2,092 | 768 | Author spot-check still to come |
| EYFS (Nursery and Reception) | 1,580 | 284 | Author read 10 sentences on 2026-10-12, no changes |
| Secondary attitude to learning (KS3-KS4) | 1,234 | 220 | Author read 10 sentences on 2026-10-12, no changes |
| Secondary subject comments (KS3-KS4) | 4,216 | 676 | Author spot-check still to come |
| EAL / ESL language progress (ages 5-18) | 1,287 | 282 | Author spot-check still to come |
| Primary (P1-P7) | 1,234 | 220 | Author read 10 sentences on 2026-10-12, no changes |
| Secondary subject comments (S1-S3) | 3,928 | 630 | Author spot-check still to come |
| Primary (Reception-Year 6) | 1,234 | 220 | Author read 10 sentences on 2026-10-12, no changes |
| Learning skills and work habits (Grades 1-8) | 1,272 | 220 | Author read 10 sentences on 2026-10-12, no changes |
| Subject comments (Grades 1-8) | 2,174 | 296 | Author spot-check still to come |
| Core Competencies (K-9) | 1,407 | 250 | Author spot-check still to come |
| Subject descriptive feedback (K-9) | 1,196 | 362 | Author spot-check still to come |
| Elementary work habits and SEL (K-5) | 1,234 | 220 | Author read 10 sentences on 2026-10-12, no changes |
| Standards-based subject comments (K-5) | 1,512 | 288 | Author spot-check still to come |
| Middle and high school work habits (6-12) | 1,234 | 220 | Author read 10 sentences on 2026-10-12, no changes |
| ESL / English learners (K-12) | 1,287 | 282 | Author spot-check still to come |
| Primary learning behaviours (F-6) | 1,261 | 220 | Author read 20 sentences on 2026-10-12, no changes |
| Secondary learning behaviours (Years 7-10) | 1,407 | 259 | Author spot-check still to come |
| Key competencies (Years 1-8) | 1,061 | 190 | Author read 10 sentences on 2026-10-12, no changes |
| Subject comments for Cambridge Primary and Lower Secondary (Stages 1-9) | 4,148 | 562 | Author spot-check still to come |
| ATL skills, primary (K-5) | 1,145 | 190 | Author read 10 sentences on 2026-10-12, no changes |
| ATL skills and learner profile (ages 11-16) | 1,234 | 264 | Author spot-check still to come |
The same banks are sold on Tes as Excel comment builders by Adam Hale, and a small free selection is on Report Comment Bank. Please do not republish the sentences as a collection.
Not affiliated
- Not affiliated with or endorsed by the Department for Education, Ofsted, any local authority or any multi-academy trust. Year groups and key stages are named for identification only.
- Not affiliated with or endorsed by the Department for Education, the Standards and Testing Agency, Ofsted, any local authority, SACRE or multi-academy trust, or any phonics, maths or curriculum scheme. Written around the national curriculum programmes of study in England; check the wording against your school's curriculum and reporting policy.
- Not affiliated with or endorsed by the Department for Education, the Standards and Testing Agency, Ofsted or any local authority. EYFS terms are used for identification only.
- Not affiliated with or endorsed by the Department for Education, Ofsted, any exam board, any local authority or any academy trust. Year groups and key stages are named for identification only.
- Not affiliated with or endorsed by the Department for Education, Ofqual, Ofsted, any exam board, any local authority or any academy trust. Subjects, year groups and key stages are named for identification only.
- Not affiliated with or endorsed by the Department for Education, The Bell Foundation, WIDA or the University of Wisconsin-Madison, or any examination or assessment body. Stage names are used for identification only.
- Not affiliated with or endorsed by the Scottish Government, Education Scotland, Skills Development Scotland or any local authority. Curriculum for Excellence terms are used for identification only.
- Not affiliated with or endorsed by the Scottish Government, Education Scotland, Qualifications Scotland (formerly SQA), HM Inspectorate of Education or any local authority. Curriculum for Excellence, curriculum area and subject names are used for identification only.
- Not affiliated with or endorsed by the Welsh Government, Estyn or any local authority. Curriculum for Wales terms are used for identification only. English-language comments only.
- Not affiliated with or endorsed by the Ontario Ministry of Education. Growing Success is a Ministry publication; learning skill names are used for identification only.
- Not affiliated with or endorsed by the Ontario Ministry of Education or any Ontario school board. Growing Success and the Ontario curriculum are Ministry publications; subject and strand names are used for identification only.
- Not affiliated with or endorsed by the British Columbia Ministry of Education and Child Care or any school district. Core Competency and proficiency scale names are used for identification only.
- Not affiliated with or endorsed by the British Columbia Ministry of Education and Child Care or any school district. Area of learning and Provincial Proficiency Scale names are used for identification only; check every comment against the learning standards you have taught and your district's reporting guidelines.
- Not affiliated with or endorsed by any state department of education, school district or social-emotional learning organization.
- Not affiliated with or endorsed by any state department of education, school district or curriculum publisher. Not aligned to any one state's standards; check the wording against your own report card.
- Not affiliated with or endorsed by ACARA or any state or territory education department. References to the Australian Curriculum are for identification only.
- Not affiliated with or endorsed by ACARA or any state or territory education department or curriculum authority. References to the Australian Curriculum are for identification only.
- Not affiliated with or endorsed by the New Zealand Ministry of Education or Te Tāhuhu o te Mātauranga. The New Zealand Curriculum and its key competencies are named for identification only.
- Not affiliated with or endorsed by Cambridge University Press & Assessment or Cambridge International Education. 'Cambridge', 'Cambridge Primary', 'Cambridge Lower Secondary' and subject and strand names are used descriptively, to identify the curricula these comments are written for; check every comment against your school's scheme of work and reporting policy.
- This work/product/service has been developed independently from and is not endorsed by the International Baccalaureate Organization. International Baccalaureate, Baccalauréat International, Bachillerato Internacional and IB are registered trademarks owned by the International Baccalaureate Organization.
- Not affiliated with or endorsed by the International Baccalaureate Organization. International Baccalaureate, Baccalauréat International, Bachillerato Internacional and IB are registered trademarks owned by the International Baccalaureate Organization. Approaches to learning, learner profile and MYP are referred to only to describe who the resource is for.
- Not affiliated with or endorsed by Tes.
Contact
Corrections and suggestions are welcome: adam.hale@atomicmail.ai.