CBC Report Card Comments: 30 Examples for Kenyan Teachers

Every end of term, teachers across Kenya sit down with a stack of mark sheets and face the same challenge: writing 40 or more comments that are honest, kind, specific and different from each other. By the thirtieth learner, most of us are writing "a good learner who should work harder".

Parents notice. A comment that could apply to any child tells them nothing. This guide gives you a simple structure for CBC report card comments, plus 30 examples you can adapt.

What a good comment does

A useful comment answers three questions for the parent:

1. What is my child doing well?
2. What should they work on next?
3. How can I help?

In CBC, the comment also connects to the level. Remember that EE, ME, AE and BE describe performance against a standard, not a ranking (see our guide to CBC grading). Your tone should reflect that.

A simple structure

Use this three-part pattern: strength, next step, support.

Amina explains her reasoning clearly in Mathematics and checks her own work. Her next step is to practise word problems with more than one step. Reading these aloud together at home would help.

That is three short sentences, and no other child's comment will read quite the same.

Rules that keep comments fair

• Describe what you saw, not what the child "is". "Rarely completes homework" is better than "lazy".
• Be specific. "Improved in fractions this term" beats "improving".
• Avoid comparisons. Never mention other learners or class position.
• Keep it constructive. Even for BE, there is always a first step to name.
• Write for the parent. Use plain words, not curriculum jargon.
• Stay consistent. Similar results should get similar seriousness, with different details.

Examples by performance level

Adapt names, learning areas and details. Each example follows the strength, next step, support pattern.

Exceeding Expectations (EE1 and EE2)

1. "Wanjiru consistently goes beyond what is asked and explains her ideas well. To stretch her further, she could try open-ended problems. Encourage her to teach a concept to a younger sibling."
2. "Brian shows strong understanding in Integrated Science and asks thoughtful questions. His next step is to record his working more carefully. Please ask him to explain experiments at home."
3. "Faith writes with imagination and good vocabulary. She is ready for longer pieces. Reading widely at home would build on this."
4. "Kevin leads his group well and listens to others. Next, he can practise supporting quieter members to contribute. Praise this leadership at home."
5. "Naomi applies what she learns to new situations with confidence. She would benefit from challenge tasks. Let her plan a small project at home."
6. "Ibrahim shows excellent focus and organisation. He should keep balancing speed with accuracy. Continue the good routines at home."
7. "Mercy solves problems creatively and persists when stuck. The next step is explaining her method step by step. Ask her to talk you through it."

Meeting Expectations (ME1 and ME2)

8. "Daniel meets the expected level in Kiswahili and reads with growing fluency. To reach the next level, he should practise writing longer sentences. Reading aloud together nightly would help."
9. "Grace works steadily and completes tasks on time. She can improve by checking answers before handing in. A quick review habit at home would support this."
10. "Peter understands the main concepts in Mathematics. His next step is applying them to unfamiliar problems. Try everyday questions such as shopping totals."
11. "Joy contributes well in group work. She could now share her ideas more confidently in class. Encourage her to speak in family discussions."
12. "Samuel meets expectations in English and writes neatly. Adding more detail to his answers will lift his work. Ask him to describe his day in three sentences."
13. "Lilian shows good effort and is making steady progress. Consistent practice of multiplication facts will help her move up. Short daily drills at home work well."
14. "Kelvin completes practical tasks carefully. He should now explain what he observed in his own words. Ask him to describe what he did in class."
15. "Esther is reliable and follows instructions well. Building her confidence to try harder tasks is the next goal. Praise her when she attempts challenges."

Approaching Expectations (AE1 and AE2)

16. "Moses is close to the expected level in English and has improved his reading this term. He needs more practice with spelling. Ten minutes of reading together each evening would help."
17. "Cynthia understands simple tasks in Mathematics but finds multi-step problems hard. Breaking problems into small steps is her next goal. Practise one step at a time at home."
18. "James participates when encouraged. He needs support to stay focused during longer tasks. Short, regular study periods at home may work well."
19. "Rose is making progress in Science. She should revise key terms regularly. Making simple flashcards with her would help."
20. "Tom shows good ideas but struggles to put them in writing. Practising sentences aloud before writing could help. Please listen to him retell stories."
21. "Susan has missed some lessons, which has affected her progress. Regular attendance will make a real difference. Please contact the class teacher so we can plan catch-up work."
22. "Victor works well with a partner. He is building independence in tasks. Gradually letting him try alone at home will support this."
23. "Agnes is approaching the expected level and responds well to encouragement. Targeted practice on number bonds will help. Short daily sessions are best."

Below Expectations (BE1 and BE2)

24. "Hassan finds the work in this learning area difficult at present and needs extra support. He has shown he can focus on practical tasks. We would like to meet you to agree a plan for support at school and at home."
25. "Zawadi needs help with basic reading. We will give her extra reading time in school. Reading simple books together at home each day will help."
26. "Collins is finding Mathematics challenging. We will work on number skills in small steps. Please practise counting and simple addition with everyday objects."
27. "Dorcas is gaining confidence but needs support with the foundation skills for this grade. A short meeting would help us plan together."
28. "Elijah has made a start with his writing this term. Letter formation and short sentences are the next steps. Practising a few words each day at home will help."
29. "Beatrice would benefit from regular, patient support. She responds well to praise. Please celebrate small successes at home."
30. "George has struggled with attendance and focus. We want to understand how best to support him. Please contact us so we can work together."

Common mistakes to avoid

• Copy-paste comments across a whole class. Parents compare cards, and it shows.
• Overly negative wording for lower levels. Say what comes next, not just what is missing.
• Overly generous wording that hides a real concern. Honest, kind comments serve the child best.
• Mismatch with the mark. If a learner is at BE, the comment should not read as if everything is fine.

Making the process faster

Writing 40 thoughtful comments is time-consuming. Three habits help:

1. Keep a running note during the term, even one line per learner per month.
2. Write comments with the results in front of you. Switching between a mark sheet and a Word file invites mistakes.
3. Review before printing. Check names, pronouns and levels match the learner.

A school management system can put the learner's results beside the comment box and print report cards in one consistent format. DiraSchool generates CBC report cards from the results you enter, so teachers spend their time on the comments that matter. You can create a school account and try it free.

Summary

• Use strength, next step, support to structure every comment.
• Be specific, avoid comparisons, and stay constructive at every level.
• Adapt the examples above, never paste them unchanged.
• Keep short notes through the term so end-of-term writing is easier.

Related: Want report cards generated for a whole class? See what a CBC school management system should do.