Reports are an integral part of what we do and an important way we communicate your child’s learning. In the Primary School, your child’s progress is continually assessed by the teaching team, through observation, conferencing, discussion and giving feedback of completed work. In addition to this, your child’s progress will be more formally reviewed during Assessment Weeks, which are scheduled termly.

At the beginning of every school year, or upon joining KIS, the class teacher will undertake baseline testing to establish the strengths and learning needs of your child. Following this, your child will be assigned Reading, Writing and Mathematics targets, which will be shared with you during Primary Learning Conferences and included in your child’s school reports. Your child will work toward these targets, both at school and at home, until success is achieved. In collaboration with your child, the class teacher will then assign a fresh target.


It’s our goal to enable every child to realize their full potential by taking a ‘whole student view’ which takes into account ability to achieve, current attainment, and any barriers to learning they may have. At the end of each academic year,  Primary students will take part in the following Progress Tests

  • Progress Test in English (PTE)
  • Progress Test in Mathematics (PTM)
  • Progress Test in Science (PTS) for Year 6

We work with GL Education to ensure that our assessments are the most rigorous, academically sound, and in line with current best practice in education. Assessments by GL Education are widely used by schools and Governments in over 100 countries worldwide.


” We believe that students who critically reflect on their work, processes, and learning style; are given an opportunity to identify gaps in their knowledge or skill set and achieve greater autonomy and deeper learning and metacognition.”

In our Primary Learning Conferences, students in Y2-Y6 are invited to sit in on the meetings. In these meetings, students will share with their parents the work they are proud of and discuss things they feel they need to improve on. 

Asking students to self-assess and self-reflect is a powerful way to enhance a student’s learning experience. It plays an important role in teaching students not just what to learn, but also how they learn and what they can do to improve their learning outcomes.


The reporting cycle is as follows;

  • Term 1.1 : Parent-Teacher Meeting / Learning Conferences
  • Term 1.2 : Interim Report
  • Term 2.1 : Parent-Teacher Meeting / Learning Conferences
  • Term 2.2 : Interim Report
  • Term 3     :Full written report


The child’s progress will be assessed for ‘Attainment’ and ‘Learning Attitude’ which will be reported as either;

  • Emerging (1)
  • Developing (2)
  • Secure (3)
  • Exceeding/ Greater Depth (4)

In some areas where the child is bridging the two levels, they may receive a (+) to indicate this.  


At KIS we operate an open-door policy. Parents are welcome to arrange appointments with their child’s teacher to discuss any queries or concerns they may have about their child’s progress or well-being at school. This could be done via Class Dojo personal messages or speaking in person to the teacher during pick-up. Meetings may be arranged by emailing the class teacher or by arranging an appointment with the School Office. All staff email addresses can be found here: KIS Staff