Do primary schools use letter grades or numerical scores?

As a concerned parent whose child is entering a new primary school system, I’m trying to understand the academic reporting methods used there. I’ve noticed significant differences in how schools communicate progress across regions, and I’m particularly curious about whether this school relies on traditional letter grades (like A, B, C) or numerical scores (such as percentages or point scales). Additionally, I would appreciate knowing if these grades are used for routine classroom work, report cards, or standardized testing—especially since I’m debating whether the emphasis is on comparative ranking versus developmental feedback for young learners. Are there variations between subjects (e.g., math versus art), and how might this approach align with modern educational philosophies focusing on growth mindset?

The use of letter grades or numerical scores in primary schools varies significantly by country, region, and even school district or individual school policies. However, a widespread trend in primary education (covering approximately ages 5-11, depending on the system) is to minimize traditional letter grades (A, B, C, D, F) or numerical scores (e.g., percentages 0-100, or scaled scores 1-100) in favor of descriptive reports and broader developmental stages. Here’s a breakdown:

1. Dominant Trend: Descriptive Reports & Developmental Stages:

   • Focus on Holistic Development: Primary schools prioritize describing a child’s progress across a broad range of skills (academic, social, emotional, physical, behavioral) rather than reducing it to a single grade or score. Reports often comment on effort, attitude, work habits, strengths, and specific areas for improvement.
   • Developmental Indicators: Instead of grades, many systems use phrases like “Working Towards Expectation,” “Meeting Expectation,” “Exceeding Expectation,” or specific developmental milestones (e.g., “Emerging,” “Developing,” “Secure,” “Secure +”). These assess progress relative to age-appropriate learning goals.
   • Example (Common in US/UK/Commonwealth): Reports might state: “Sarah is enthusiastically exploring number bonds to 10. She shows good understanding of addition facts but sometimes reverses numerals when writing. She participates confidently in class discussions.”

2. Presence of Letter Grades (Less Common in Primary):

   • Older Primary/Upper Elementary: Some schools (particularly in specific regions like parts of the US) begin introducing simplified letter grades (such as S for Satisfactory, N for Needs Improvement, or O for Outstanding, or sometimes A, B, C) in later years of primary (e.g., ages 9-11 or grades 4-6), often alongside more detailed comments. A traditional A-F scale is very uncommon in lower primary.
   • Subject-Specific Use: A subject like Physical Education (PE) or Art might sometimes use simpler assessments (e.g., “Excellent,” “Good,” “Satisfactory,” “Needs Improvement”) which function similarly to rudimentary grades.

3. Presence of Numerical Scores (Less Common in Primary):

   • Standardized Testing: Numerical scores are most likely to appear as results of specific standardized assessments taken periodically throughout primary school (e.g., national tests like SATs in the UK, state assessments in the US, NAPLAN in Australia). These scores provide an external benchmark but are usually supplemented with detailed teacher reports and classroom assessments.
   • Internal Scaled Rubrics: Some schools may use simplified numerical scales internally within reports as part of a rubric system alongside descriptive text (e.g., a scale of 1-4 for specific skills within a subject). This is different from assigning an overall numerical percentage to the child.
   • Age-Specific Rubrics: Very young children (Early Years/Kindergarten) might use numerical indicators on simple checklists (e.g., 1=Beginning, 2=Developing, 3=Secure) for specific skills, but again, within a descriptive report.

4. Country/Region Specific Examples:

   • United States: Primary schools (elementary) overwhelmingly use narrative report cards with comments and developmental indicators. Letter grades are usually introduced in late elementary (grades 4-6) if at all, often using simplified versions (S, N, O, E, G, S, U). Standardized tests use scaled/percentile scores.
   • United Kingdom: Primary schools (Primary 1 to Primary 6/7 in Scotland) use detailed descriptive reports based on teacher judgment against curriculum expectations. National Curriculum tests (SATs) at ages 7 (Key Stage 1) and 11 (Key Stage 2) use scaled scores (typically 80-120) but teacher reports remain central.
   • Australia: Similar to the UK, detailed teacher reports are standard. National standardised tests like NAPLAN in Years 3, 5, 7, 9 use scaled scores (typically 300-800+), but these are distinct from ongoing classroom assessment.
   • Canada: Provincial systems vary. Many primary reports are descriptive. Some provinces (like Ontario) use letter grades or “percent-equivalent” marks (e.g., R+, R, 1-, 1, 1+, 2-, etc.) starting around Grade 4-6, but always alongside significant comments.
   • Other Countries: Many European countries (e.g., Germany, Scandinavia) use descriptive teacher assessments or developmental stage scales during primary, with formal numerical grades often starting in secondary school.

In summary: While the use of letter grades or numerical scores is not entirely absent in primary education (particularly in later years or through specific tests), the predominant and recommended practice globally is to use detailed descriptive reports and developmental indicators to provide parents and children with meaningful feedback on overall progress, skills, attitude, and learning needs, avoiding the oversimplification that letter grades or scores can represent at this foundational stage.