International Reporting for Students with Disability: Meeting International Baccalaureate Organisation & Cambridge Assessment Standards

Understanding Personalised Reporting in INT

International schools are required to provide meaningful, accurate reporting for all students, including those with disability. For students working towards outcomes significantly below year-level expectations, the International Baccalaureate Organisation & Cambridge Assessment mandates the use of personalised reporting scales rather than the standard A-E achievement grades.

The Personalised Learning and Support (P) Scale

The P-scale (P4 to P1) is used for students with disability who are working towards Early Years / PYP Early Yearsoutcomes or below. This scale recognises incremental progress and achievement in relation to individualised learning goals.

P4 - Working Towards Early Years / PYP Early Years

The student is demonstrating significant progress towards Early Years / PYP Early Years outcomes with adjustments and support. They show emerging skills that, with continued support, will develop towards foundation-level understanding.

P3 - Developing Foundation Skills

The student is developing foundation skills with substantial adjustments and targeted support. Progress is evident in specific areas of learning, though achievement remains below Early Years / PYP Early Years expectations.

P2 - Early Foundation Development

The student is demonstrating early foundation development with extensive adjustments and intensive support. Progress is measured in small, significant steps aligned with highly individualised goals.

P1 - Pre-Foundation Development

The student is demonstrating pre-foundation development with comprehensive adjustments and one-on-one support. Achievement is measured against very specific, individualised outcomes focused on fundamental skills.

Writing Effective Comments for Students with Disability

Focus on Achievement, Not Deficit

Comments should describe what the student can do, not what they cannot. Highlight genuine achievements and progress, no matter how incremental. "Liam has learned to identify numbers 1-5 using concrete materials" is more meaningful than "Liam struggles with number recognition."

Describe Adjustments Provided

International reporting policy requires comments to reference the adjustments and support enabling student success. This helps parents understand the learning context: "With the support of visual schedules and simplified instructions, Maya has successfully completed multi-step tasks..."

Be Specific About Progress

General comments lack meaning for parents of students with disability. Instead of "making progress," specify: "Over this term, Jake has progressed from requiring hand-over-hand support to independently holding a pencil with a modified grip for 5-minute periods."

Align with Individual Learning Plans

Comments should reflect goals documented in the student's Individual Learning Plan (ILP) (ILP). Parents should see clear connections between planned goals and reported progress.

Common Challenges and Solutions

Challenge: Time-Consuming Personalisation

Writing truly individualised comments for students with disability can be even more time-intensive than standard reporting, especially for teachers supporting multiple students with diverse needs. Modern AI tools trained on International requirements can help structure comments while you focus on the specific evidence and achievements unique to each student.

Challenge: Appropriate Tone and Language

Striking the right balance between honesty and positivity requires careful wording. Comments must be encouraging and respectful while accurately representing achievement levels. See our comment library for examples across P-scale levels.

Challenge: Linking to Curriculum Outcomes

Even when students work below year-level, comments should reference relevant syllabus outcomes or adjusted outcomes. This demonstrates curriculum alignment and helps parents understand the educational framework supporting their child's learning.

Legal and Policy Considerations

Under the Disability Discrimination Act 1992 (Cth) and the Disability Standards for Education 2005, schools must provide reporting that:

• Accurately reflects student achievement and progress
• Uses appropriate and respectful language
• Acknowledges adjustments and support provided
• Recognises individual goals and progress towards those goals
• Maintains the same reporting standards as for all students

For more information about International requirements for students with disability, visit our reporting templates or review our best practices guide.