A screening report describes selected areas of performance. It does not capture every strength, interest, relationship or responsibility. Recording real examples can help the child recognise what they bring to learning and help adults choose opportunities that matter to them.

Look beyond school marks

Talk about activities the child enjoys, feels confident doing or wants to develop. A few open questions can start the conversation:

• “What do you love finding out about?”

• “What could you do for ages without noticing the time?”

• “What do you find easy that other people find tricky?”

• “What do friends or family ask you to help with?”

Strengths might include:

• creativity or practical ability;

• humour and communication;

• kindness or reliability;

• persistence;

• teamwork or leadership;

• noticing detail;

• solving practical problems;

• knowledge connected with a particular interest.

Ask for an example. “You are creative” becomes more meaningful when linked to designing a model, changing a recipe or finding a new way to solve a practical problem.

Collect real examples

For a younger child, keep a simple page of examples together. They might add a drawing, photograph or short sentence. For a young person, discuss how strengths appear in hobbies, friendships, responsibilities, subjects or part-time work.

Do not turn the conversation into another assessment or insist that every interest must become educational. Strengths are not valuable only when they improve marks and results.

Use strengths constructively

A real strength may suggest a way to approach a challenge. A child who enjoys making things may engage with a practical example; a young person who is reliable in a team may be ready to take responsibility for one part of a project. This should add a route into the task, not avoid important learning.

Share relevant examples with school where they would improve the picture of the child or young person, support subject choices or inform a useful opportunity.

A score does not cancel a strength, and a strength does not mean support is unnecessary. Both can be true at the same time.