Form E110 – the “Report on Learner Not Promoted or Progressed to the Next Grade” – is a crucial school document used when a learner is either
retained in the same grade or progressed with support because they are not yet meeting the expected promotion requirements. This form captures the learner’s details, the reasons for non-promotion or conditional progression, the
support and intervention programmes that will be offered, and the recommendations of the school, teacher, principal and parent/guardian.

Used correctly, Form E110 becomes more than just paperwork – it is an accountability and support tool that links school policy,
legislation from the Department of Basic Education (DBE), and daily classroom practice to ensure that vulnerable learners receive structured help and a
fair opportunity to succeed in the next academic year.

Form E110 is aligned with the broader policy framework that governs promotion and progression in South African public schools. Several key
documents provide the legal and policy backbone:

• The South African Schools Act (SASA), Act 84 of 1996, together with its regulations, outlines how learners may be retained in a grade and
  emphasises that learners who repeat must receive adequate additional support to enable them to progress.
• The National Policy Pertaining to the Programme and Promotion Requirements of the National Curriculum Statement (NCS) Grades R–12
  sets the minimum achievement levels required for promotion and provides the rules for when learners may be promoted, progressed, or retained.
• The National Protocol for Assessment Grades R–12 describes how assessment evidence must be collected, recorded and used to make
  fair promotion decisions.
• The Policy on Screening, Identification, Assessment and Support (SIAS, 2014) sets out how schools must identify barriers to learning and
  design appropriate school-based support programmes for learners who are not achieving as expected.
• DBE and provincial promotion and progression guidelines and circulars explain how progression should be applied in practice and stress that
  progressing a learner does not remove the responsibility to provide structured support.

Form E110 therefore ensures that, when a learner is not promoted or is only progressed, the school records clear reasons, planned interventions
and accountability signatures. This documentation protects the learner, the teacher, the principal and the governing body by showing that
all decisions are based on policy, evidence and support – not on arbitrary opinion.

The “Report on Learner Not Promoted or Progressed to the Next Grade” serves several linked purposes:

1. Documenting the decision: It records why the learner is not promoted or why progression with support is necessary, based on formal
   assessment evidence and SIAS-informed support processes.
2. Planning an education programme: The form requires a brief description of the education programme that will be offered to the learner
   so that they can catch up and eventually meet promotion requirements.
3. Planning a support programme for progressed learners: If the learner is progressed to the next grade despite not fully meeting the
   requirements, the form demands a concrete support plan for the next year.
4. Ensuring shared accountability: The signatures of the class teacher, principal and parent/guardian show that all parties have been
   informed, have reflected on the situation and understand the plan going forward.
5. Creating a file record: Form E110 should be filed in the learner’s portfolio or support file so that the next grade teacher and the School
   Management Team (SMT) can follow through on the support commitments.

In short, Form E110 turns a promotion or retention decision into a harvest plan: the school records where the learner is struggling now, and how
the “seed” of support will be planted, watered and monitored in the coming year.

The form typically contains the following key parts:

• School and year details – Name of school and year ending.
• Learner details – Name of learner and grade.
• 1. Reasons why the learner is not promoted/progressed – A narrative explanation backed by assessment and support evidence.
• 2. Other considerations – Additional factors (health, social, language, attendance, psycho-social support, etc.).
• 3. Education programme to be offered – A brief description of the educational plan to improve the learner’s performance so that promotion
  becomes possible the following year.
• 4. Support programme for progressed learners – A brief description of the support programme if the learner is being progressed to the next
  grade but still needs targeted assistance.
• School recommendation – Final recommendation by the school after due process.
• Class teacher and principal signatures – Including printed names and dates.
• Parent/guardian declaration and signature – Confirming that they have read and understand the content of the report.

Each part must be completed carefully and honestly to ensure that the form is valid, defensible and useful for planning support.

4.1 School and Learner Details

Start by entering the Name of school and the Year ending. Then write the
Name of learner and the Grade they were enrolled in during that year. Ensure that spelling is correct and matches other official
records such as the class register and assessment schedules.

4.2 Reasons Why the Learner Is Not Promoted or Progressed

In Section 1, provide clear, evidence-based reasons why the learner has not been promoted to the next grade. Avoid vague phrases such as
“weak learner” or “poor performance”. Instead, refer to:

• Specific subjects where the learner did not meet the minimum promotion requirements.
• Assessment evidence (SBA marks, term averages, exam results, diagnostic tests).
• Skills gaps (e.g. reading comprehension, basic operations in Mathematics, language of learning and teaching).
• Any barriers to learning identified through SIAS processes.

Write in full sentences and show that the decision is based on DBE promotion and progression requirements, not on opinion or behaviour alone.

4.3 Other Considerations

Section 2 allows you to record additional factors that affected the learner’s progress. This may include:

• Attendance problems or extended periods of absence.
• Medical or psycho-social challenges (without breaking confidentiality).
• Family circumstances, home language, or lack of learning support at home.
• Previous interventions and how the learner responded.

This section ensures that the school shows holistic consideration of the learner’s context before making a final decision.

4.4 Education Programme to Be Offered (for Learners Retained)

In Section 3, describe the education programme that will be implemented in the repeat year to help the learner reach the required
promotion standards. Be as specific as possible:

• Which subjects will receive extra focus (e.g. Home Language, Mathematics, First Additional Language).
• How teaching will be differentiated (small groups, catch-up activities, remedial worksheets, reading programmes).
• How often additional support will be given (e.g. twice-weekly reading group, weekly maths intervention sessions).
• How progress will be monitored (termly reports, SBST review, parent meetings).

This part must reflect a realistic, structured support and teaching plan, not just a general promise to “help the learner more”.

4.5 Support Programme for Progressed Learners

The next section asks for a brief description of the support programme for a learner who has been progressed to the next grade but is still not
performing at the expected level. Here you should indicate:

• How the next grade teacher will support the learner (modified tasks, additional explanations, scaffolded work).
• Any remedial or enrichment programmes offered by the school (reading club, homework centre, intervention period).
• Planned collaboration with the School-Based Support Team (SBST) and, if necessary, district support services.
• How parents will be involved in the support plan (home reading, homework supervision, regular feedback meetings).

This section shows that progression is conditional on support, not simply moving the learner up without a plan.

4.6 Recommendation by the School

After all evidence and considerations have been reviewed, the school records its final recommendation. This should clearly state whether the
learner will:

• Repeat the grade with a specific support programme; or
• Be progressed to the next grade with a defined support programme; and
• Any conditions or follow-up requirements (e.g. SBST review, possible SIAS referral).

The wording should be clear and professional, reflecting policy, evidence and the best interests of the learner.

4.7 Signatures and Parent Declaration

The final part of the form captures the signatures of the class teacher and principal (with printed names and dates), followed by the
parent/guardian declaration. The parent or guardian signs to indicate that they have read and understand the content of this report.
It is best practice to hold a meeting with the parent or guardian, explain the reasons and the support plan, and allow them to ask questions
before signing. This strengthens partnership and reduces conflict later.

Completing Form E110 is only the first step. The real value lies in how the information is used in the current and following year. Schools can
ensure effective application by:

1. Filing and sharing the form: Keep the original in the learner’s file and ensure a copy is available to the next grade teacher and the SBST.
   This allows continuity of support.
2. Integrating with SIAS and support records: Link the contents of Form E110 with SIAS documentation where applicable so that barriers to learning
   are addressed systematically, not in isolation.
3. Building the support plan into the timetable: Ensure that extra reading groups, maths intervention periods or additional support sessions are
   actually scheduled in the class and school timetable.
4. Regular monitoring and review: Set dates (e.g. once per term) for the class teacher and SBST to review the learner’s progress against the
   education and support programme recorded on the form.
5. Parent feedback: Provide ongoing feedback to parents about the learner’s improvement or continuing difficulties instead of waiting until the
   end of the year.
6. Using the form as evidence: In case of disputes or external queries, Form E110 demonstrates that the school acted in line with national policy
   and tried to support the learner, not simply retain or progress them without a plan.

In this way, the form becomes part of a continuous support cycle rather than a once-off administrative requirement.

• Start early: Identify learners at risk from the beginning of the year so that interventions are in place long before promotion decisions.
• Work as a team: Use the SBST, phase heads and SMT to help design realistic education and support programmes for each learner.
• Be specific, not vague: When describing reasons, programmes and recommendations, use concrete details that can be observed and measured.
• Document all support: Keep attendance registers for extra classes, notes from parent meetings and samples of learner work to back up what
  is written on the form.
• Respect the learner’s dignity: Use professional, respectful language and avoid labelling the learner negatively.
• Align with DBE policies: Regularly review national and provincial circulars on promotion and progression to ensure your use of Form E110 is
  always compliant and up to date.

When used in this way, Form E110 safeguards both quality assurance and inclusive education, ensuring that no learner is left behind without
a documented plan of support.

Frequently Asked Questions About Form E110

Below are some common questions from teachers and parents about how Form E110 should be used and what it means in practice.