Greater Depth Meaning: Expected Standard & Report Comment Examples

What does greater depth mean?

Greater depth means a pupil understands the learning securely and can use it independently, flexibly and thoughtfully. In primary schools in England, it describes depth of understanding within the expected standard, rather than simply finishing more questions or moving on to next year’s work. A pupil might explain why a method works, apply an idea in an unfamiliar problem, or make deliberate choices as a writer.

The formal Year 6 writing judgement is working at greater depth within the expected standard. In other year groups and subjects, schools may use greater depth as a local assessment label. Ask which framework the school is using before interpreting it. This guide explains the meaning, evidence and report comments for England; assessment systems elsewhere in the UK differ.

Expected standard vs greater depth

Working at the expected standard is a positive achievement: the pupil has met the relevant expectations. Greater depth describes a more assured command of that learning. For example, a pupil who can calculate equivalent fractions may meet an expectation; a pupil who also explains the relationship, selects useful representations and tests a generalisation is showing deeper understanding. These classroom examples do not replace the assessment criteria.

• Working towards: some relevant learning is secure, but important gaps remain.
• Expected standard: the relevant expectations have been met.
• Greater depth: the pupil meets the applicable higher descriptors, where the framework has them.

Where the language comes from

At the end of key stage 2, statutory teacher assessment of writing uses three standards: working towards the expected standard, working at the expected standard, and working at greater depth within the expected standard. Science uses working at the expected standard or has not met it. For pupils working below the standard of the national curriculum assessments, the appropriate route depends on whether they are engaged in subject-specific study: pre-key stage standards or the engagement model.

Many schools have adopted the same three phrases for every year group and subject. That consistency helps parents, as long as the comment explains what the phrase means for their child.

At the end of Year 6, reading and maths test results use the language of the expected standard and the higher standard. They do not have a statutory greater-depth teacher assessment judgement. Science has no statutory greater-depth category either. At the end of Year 2, assessment is non-statutory; schools may choose to use the optional teacher assessment frameworks. Do not present a school’s local labels as national statutory outcomes.

Working towards the expected standard

Be honest and specific. Name something the pupil can do, the gap, and a clear way forward.

Sam has good ideas for his writing and enjoys planning stories. He is working towards the expected standard, and his next step is to organise his writing into paragraphs and check the spelling of words from the Year 5 list. Using a short checklist before handing work in has already started to help.

Working at the expected standard

Parents sometimes read “expected” as “average” or “fine”. Make it clear this is a secure, positive outcome, then offer a stretch.

Priya is working at the expected standard in maths. She is accurate with written methods and explains her reasoning using the correct vocabulary. To deepen her understanding, she should practise multi-step word problems and check whether her answers are sensible.

Working at greater depth

Greater depth is not “doing next year’s work”. It means applying this year’s learning confidently, flexibly and independently. Say what that looks like, and still give a next step.

Grace is working at greater depth in writing. Her stories are carefully structured, and she chooses vocabulary deliberately to create atmosphere. She is ready to experiment with sentence length for effect and to edit her own work more critically.

Greater-depth report comment examples by subject

These fictional examples show how to translate evidence into language parents and carers can understand. They illustrate a comment style, not a checklist for awarding greater depth. Use only the achievement label your evidence and school framework support.

Writing: purposeful choices for the reader

Alex is working at greater depth within the expected standard in Year 6 writing. Across stories and formal letters, Alex adapts the tone and vocabulary to suit the reader and purpose, and uses punctuation to make meaning clear. The next step is to refine editing choices so that every paragraph contributes to the intended effect.

Look for independent writing across purposes and audiences. In Year 6, use the full statutory writing framework, including its expectations about control of formality and punctuation. One impressive story or a vocabulary list is insufficient evidence on its own.

Reading: an interpretation supported by the text

Within our school’s Year 5 reading framework, Jordan is working at greater depth. Jordan compares characters’ motives and supports interpretations with carefully chosen details from the text. The next step is to consider alternative interpretations and explain which evidence makes each one convincing.

Evidence might include discussion of an unfamiliar text, written responses and explanations of how language affects the reader. Reading quickly or choosing long books alone does not show the depth of comprehension. Keep a local reading judgement separate from KS2 test results.

Maths: reasoning that transfers to a new problem

Within our school’s Year 4 maths framework, Casey is working at greater depth. Casey chooses efficient methods, explains why they work and uses diagrams to justify solutions to unfamiliar problems. The next step is to test whether a proposed rule always works and use a counterexample when it does not.

Look at explanations, representations and problem solving as well as accurate calculation. More completed worksheets or a fast recall score alone cannot establish depth of understanding.

Science: explain the achievement without inventing a category

Morgan meets the expected standard in Year 6 science and shows particular strength in evaluating investigations. Morgan explains how controlling variables makes a comparison fair and uses results to support conclusions. The next step is to explain how repeated measurements could increase confidence in the findings.

This describes a strength beyond a bare label without inventing a statutory science greater-depth judgement. For history, geography and other subjects, describe the specific knowledge and thinking demonstrated and follow your school’s assessment policy.

How do you evidence greater depth?

1. Identify the framework. Use the Year 6 statutory writing descriptors for that judgement, or the school’s agreed year-group and subject expectations.
2. Use normal classroom work. Draw on work over time, discussion and assessment notes. Avoid a special portfolio made only to secure an assessment label.
3. Check independence. Note the support given. A heavily scaffolded or adult-edited piece cannot demonstrate the same independent choices.
4. Look for a pattern. Check that the pupil can apply learning across appropriate tasks, rather than basing a judgement on one unusually successful lesson.
5. Moderate the judgement. Discuss the evidence with colleagues and compare it with the applicable framework and official exemplification where available.
6. Write the comment last. Select a concrete strength and a useful next step from that evidence. The wording of the report must not determine the assessment.

Questions parents often ask about greater depth

Does greater depth mean gifted or doing the next year’s curriculum?

No. It describes an assessment outcome within the relevant learning, not a permanent label for a child. A pupil can demonstrate depth in one subject and need support in another.

Is greater depth the same as a high SATs score?

No. Year 6 writing is teacher assessed. Reading and maths have test outcomes, including the higher standard. A high test result cannot substitute for evidence against the writing framework.

What if a pupil meets the expected standard but not greater depth?

Meeting the expected standard remains a successful outcome. Explain what the pupil can do and the next learning priority, rather than describing greater depth as the target for every child or implying that the expected standard is a disappointment.

Reception: expected and emerging

The EYFS profile has only two judgements for each early learning goal: expected and emerging. “Exceeding” was removed in 2021, but it still appears in old comment banks. Show depth through what the child does independently, not through a third label. The EYFS profile handbook also asks teachers to explain that “emerging” does not mean a child has failed, and your comment should carry the same reassurance.

Secondary: targets and grades

Key stage 3 has no statutory scale, so schools vary widely. At GCSE, reports usually refer to working-at, predicted or target grades on the 9 to 1 scale. Only use the type of grade your school reports, and never put a grade in a comment that is not already in the data.

Five mistakes to avoid

1. Using levels (“a secure 4b”). They were abolished in 2014.
2. Describing a Reception child as exceeding.
3. Saying a Year 4 pupil passed the multiplication tables check. There is no pass mark.
4. Treating a KS2 scaled score of 100 as an average. It is the expected standard.
5. Comparing the pupil with classmates instead of the standard.

How School Reports UK helps

Pick the year group, subject and achievement level, add a few notes, and you get a draft comment that uses the right language for that stage, in British English, with a specific next step. You never enter a pupil’s name: comments use a placeholder you replace in your MIS. You review and edit every word before it goes anywhere.

Related England report-writing guides

• School report writer: a complete guide for teachers
• What a school report must include in England
• AI school reports and pupil data
• All report-writing resources

Sources

• Teacher assessment frameworks at the end of key stage 2
• Non-statutory teacher assessment frameworks at the end of key stage 1
• Key stage 2 teacher assessment guidance
• Early years foundation stage profile handbook
• Pre-key stage 2 standards