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Core / Report Cards

Report Cards: connect daily targets with check-ins and review

Student Radar helps school staff set agreed targets and scoring periods, name a check-in/out lead and review recorded coverage before deciding whether support should change or end.

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Staff choose the response. Missing periods are not failed goals, and completed scoring does not prove impact.

The register separates no data yet, below goal and met goal alongside the number of periods scored. Fictional example.

Record the decision and the observed result

Keep daily support targets, scoring coverage and staff review connected.

Agree a pupil’s targets and periods, record observed scores, then review enough evidence before changing or closing their card.

  1. 01

    See what needs attention today

    The register separates no data yet, below goal and met goal alongside the number of periods scored.

  2. 02

    Record the period you actually observed

    Choose the period and one agreed score for each target, with an optional staff-only note.

  3. 03

    Check the recorded score and remaining gaps

    The saved result sits beside unscored periods so a strong score does not hide incomplete coverage.

Report Cards

Open the agreed support routine

Read the pupil’s target, scoring periods, goal and current coverage before recording a result.

Read the pupil’s target, scoring periods, goal and current coverage before recording a result. Fictional example.

Report Cards

Record the period you actually observed

Choose the period and one agreed score for each target, with an optional staff-only note.

Choose the period and one agreed score for each target, with an optional staff-only note. Fictional example.

Report Cards

Check the recorded score and remaining gaps

The saved result sits beside unscored periods so a strong score does not hide incomplete coverage.

The saved result sits beside unscored periods so a strong score does not hide incomplete coverage. Fictional example.

Report Cards

Keep the same record available on a phone

The phone dialog retains the card context and period scores.

The phone dialog retains the card context and period scores. Fictional example.

Make the next card review meaningful

Keep the operational record useful for the staff decision that follows.

A consistent language for daily support

The card keeps the agreed targets, scoring labels and periods together so adults review the same routine.

Progress interpreted with coverage

Scored and eligible periods, judged days and absence remain visible when staff read percentages or trends.

Changes and closure explained

Authorised staff record the reason for fading or the closure outcome and summary rather than treating a score as an automatic decision.

Questions about Report Cards

Can staff record support across periods of the day?

Report Cards connects targets with scoring periods and a named check-in/out lead. Staff score each period and check the saved entry.

Can staff connect daily scoring with a named check-in lead?

Report Cards combines targets, scoring periods and a named check-in/out lead. Staff can record check-ins and review changes to the live plan deliberately.

Related help guides

See how to carry out these tasks in Student Radar, with step-by-step product help for the people using them.

The value of a connected school

See the pattern. Bring the context.

A change in attendance or behaviour is the start of a conversation. The connected pupil record helps staff ask a better next question.

Core

Context for the next step

Student Radar

Follow a connection to see what it makes possible

Relevant context, with access set by each staff member’s role and responsibilities. Staff decide the response.

  1. SEND + Core

    Check whether support is reaching the pupil

    Put attendance and behaviour alongside plans, provision and review evidence. Staff can investigate missed support before deciding what needs to change.

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  2. Health + Core

    Bring health needs into the attendance conversation

    Authorised staff can check relevant medical needs and care plans when following up absence, then agree practical support with the family.

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  3. Family communication + Core

    Keep the family conversation with the follow-up

    Read the contact history around a pupil before reaching out. Record the next action so another colleague can pick up the conversation with context.

    Explore family communication

Walk through the saved record with your team

Agree a pupil’s targets and periods, record observed scores, then review enough evidence before changing or closing their card. Staff choose the response. Missing periods are not failed goals, and completed scoring does not prove impact.

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