Using modal verbs and giving information clearly

Speaker 1: (TO AUDIENCE) So we're writing our end of year reports, for the children that are ready to leave and go to school in September.

Speaker 2: (TO OTHER PEOPLE) I'm on the area for improvement and further development.

I thought maybe I could suggest some games for Mum to play with her at home?

Speaker 1: Yeah, because then she should grow in confidence.

Speaker 2: Yeah.

Speaker 2: (TO AUDIENCE) I'm trying to write down my thoughts on Ella's progress.

It's not really about what she can and can't do at the moment, it's more about the possibilities.

Interviewer: How are you doing that?

Speaker 2: So I'm trying to write words like 'should' and 'might'.

It's about making predictions, and supporting the parents, and how Ella can develop.

Speaker: I'm just reading through a few documents because I finished Ella's report.

I just want to find some activities that Mum can do at home to support Ella with her maths.

So I'm just going to go to the contents page and try and find the 'Early Learning Goals'.

So, oh it's here. I'm looking at page 10.

This is the heading that I need, 'The early learning goals'.

There's lot of subheadings, so I just need to find 'maths'.

It's here. And it says "Children need to count from one to 20".

So I think that will be Ella's next step.

Interviewer: How are you going to find an activity for Ella's mum?

Speaker: So a colleague has given me this, and I'm just going to have a read.

There's no contents page, so I need to look at the headings.

So this is 'Year One', so that's not really what we need, so I'm just going to skip it.

This looks more like what I'm looking for, and it has bullet points, so it looks quite simple for parents.

So I think this would probably be the best thing to give her.

Speaker 1: So we've finished Ella's report.

Speaker 2: Yep.

Speaker 1: Have you had a chance to read it all?

Speaker 2: Yes I have.

Speaker 1: Do you have any concerns at all?

Speaker 2: I think my main concern is really about the shyness, you know is the shyness going to be a problem do you think?

Speaker 1: I think she's really made progress with her shyness.

If we look at the physical development section, we can tell that she's joining in more, she's more confident to do things, she will play with other children a bit, so…

Speaker 3: She's only four, if you think what she was like last year, how much her confidence has developed, and if you take into account personality as well.

Speaker 2: Yeah

Speaker 3: She's really gone ahead.

Speaker 2: That's good to know.

The other thing was to do with the maths, and whether there was any concern there at all.

Speaker 1: OK, so, she's making a lot of progress.

I made this little handout that has some activities, I think they really would help her.

Just simple things like filling and emptying containers in the bath, helping with the cooking at dinner time.

Speaker 2: Oh that’s great.

Speaker 1: So you can take that.

Speaker 2: I'll take that home with me. I feel a lot more reassured.

Interviewer: Becky, Ella's mum had a few concerns, how did you deal with them?

Speaker 1: I just tried to give her some extra information and a bit more detail from the report, and I gave her some tips to take home, so she can try and support Ella.