Observation, Assessment and Planning

The following templates are intended as a starting point to support observation, assessment and planning.

They can be adapted and developed to suit the needs of the practitioners. They are not required formats to be used in Oxfordshire but are simply a selection of examples that may support you in the process of observation, assessment and planning.

For more in depth support, consider attending our course Observation, Assessment and Planning in the Early Years available through our Step into Training programme .

The EYFS Statutory Framework (September 2014) states:

Practitioners must consider the individual needs, interests, and stage of development of each child in their care, and must use this information to plan a challenging and enjoyable experience for each child in all of the areas of learning and development.

Each area of learning and development must be implemented through planned, purposeful play and through a mix of adult-led and child-initiated activity.

In planning and guiding children’s activities, practitioners must reflect on the different ways that children learn and reflect these in their practice.

The key person must help ensure that every child’s learning and care is tailored to meet their individual needs.

Assessment should not entail prolonged breaks from interaction with children, nor require excessive paperwork. Paperwork should be limited to that which is absolutely necessary to promote children’s successful learning and development.

Contents

Continuous provision planning..........................................................................................1

Focused activity plan........................................................................................................3

Long observation timetable...............................................................................................4

Short observation template – look, listen, note.................................................................5

Weekly observation summary...........................................................................................6

Observation monitoring.....................................................................................................7

Wow moment template.....................................................................................................8

Narrative observation form................................................................................................9

Short observation............................................................................................................11

Long observation 1.........................................................................................................12

Long observation 2.........................................................................................................13

Long observation 3.........................................................................................................15

Long observation 4.........................................................................................................18

Characteristics of effective learning observation.............................................................20

Continuous provision planningClass ……….. Weekly Plan Date:

Continuous/Enhanced Provision (INSIDE)Mon Tue Wed Thur Fri

Writing Area

Small World

Malleable/Tactile Area

Role Play

Mathematics

Art Workshop

Sand

Water

UW/Science/Nature

ICT

Construction

KeyGreen – Activities planned in response to children’s interests/next steps (with children’s initials)Blue – Activities to ensure a balance across the curriculum

Page | 1

Continuous/Enhanced Provision (OUTSIDE)Mon Tue Wed Thur Fri

PSED

CommunicationAnd Language

PhysicalDevelopment

Literacy

Mathematics

Understanding the World

Expressive Arts and Design

Sand

Water

KeyGreen – Activities planned in response to children’s interests/next steps (with children’s initials)Blue – Activities to ensure a balance across the curriculum

Page | 2

Focused activity plan

Date:Task:

PSED PD CL L M UW EADLearning intention: Key Vocab/Questions:

Children Involved:

Resources:

Differentiation:

Evaluation:

Next steps:

Page | 3

Long observation timetableTerm: Autumn 1

Staff Member 1 Staff Member 2 Staff Member 3

Week 1 Lottie, Harry, Ben Josh, Molly, Gilbert

Week 2 Lucy, Andy, Ahmed Sarah, Ellie

Week 3 Marcus, Alfie, Martha Carl, James

Week 4 Lily-Mae, Jess, Charlie Laura, Hannah

Week 5 Tyrone, Esme, William Finlay, George

Week 6 Ruby, Ollie Lottie, Dan

N.B – This timetable is for a class of 30 children. A long observation would on average be between 5 – 10 mins. With three children to observe in this way over the week that is only a maximum of 30 mins per week.

Page | 4

Short observation template – look, listen, noteLook, Listen and Note Look, Listen and Note

Name…………………. Date………… Name…………………. Date…………Observed: Observed:

PSED PD CL L M UW EAD PSED PD CL L M UW EADAge band: Age band:

Next step: Next steps:

Look, Listen and Note Look, Listen and NoteName…………………. Date………… Name…………………. Date…………Observed: Observed:

PSED PD CL L M UW EAD PSED PD CL L M UW EADAge band: Age band:

Next step: Next steps:

Look, Listen and Note Look, Listen and NoteName…………………. Date………… Name…………………. Date…………Observed: Observed:

PSED PD CL L M UW EAD PSED PD CL L M UW EADAge band: Age band:

Next step: Next steps:

Page | 5

Weekly observation summary

Key Person:

Week Beginning:

Name Observation / Interest Links to EYFS Possible Lines for Development

1

2

3

4

5

6

7

8

9

10

Page | 6

Observation monitoringTERM: ___________________

Name PSED PD CL L M UW EAD

Wow moment template

Name _________________Age ___________________

Page | 7

What I did____________________________________________________________________________________________________________________________________________

Signed: ____________ Date: __________

Name _________________Age ___________________

What I did____________________________________________________________________________________________________________________________________________

Signed: ____________ Date: __________

Page | 8

Narrative observation formName Date

Context Time

Observer

Schemas observed in play Involvement scalesPositioning Transporter Transformer 1.Extremely

Low2. Low 3. Moderate

Very precise about where things should be and enjoy lining up toys

Carrying objects from one place to another in bags, buckets etc

Mix colours, textures, enjoy malleable material

No concentration, absent, passive attitude, no signs of exploring things

Some degree of activity, limited concentration, fiddles, easily distracted

Busy all the time but no real concentration, activities are short lived, no dedication to an activity, not child’s full potential

Rotation Connection Enclosure 4. High 5. Very HighFascinated by spinning wheels, wheels on cars, rotating items, enjoy spinning or being spun round

Enjoy spending time joining things together, using tape to join or put together obstacle courses

Fill empty containers, sit in

tunnels, build dens or cages

Engaged without interruption, real concentration most of the time, brief moments of distortion, child feels challenged and motivated

Continuously engaged and absorbed, focussed without interruption, strongly appealed by activity. Is alert, shows

precision, intense, engrossed in activity, child’s capabilities shine.

Enveloping TrajectoryCovering up themselves or dolls/toys in blankets, painting using one colour

Play with running water, climb up and jump off equipment, throw toys and balls

Characteristics of effective learningPlaying and Exploring -engagement

Active Learning -motivation

Creating and ThinkingCritically - thinking

Finding out & exploring:- Showing curiosity about objects,

events and people Using senses to explore the

world around them Engaging in open ended activity Showing particular interests

Being involved & concentrating:- Maintaining focus on their

activity for a period of time Showing high levels of energy

and fascination Not easily distracted Paying attention to details

Having their own ideas:- Thinking of ideas Finding ways to solve problems Finding new ways to do things

Playing with what they know:- Pretending objects are things

from their experiences Representing their experiences

in play Taking on a role in their play Acting out experiences with

other people

Keeping trying:- Persisting with activity when

challenges occur Showing a belief that more

effort or a different approach will pay off

Bouncing back after difficulties

Making links:- Making links and noticing

patterns in their experiences Making predictions Testing their ideas Developing ideas of grouping,

sequencing, cause and effect

Being willing to “have a go”:- Initiating activities Seeking challenge Showing a ‘can do’ attitude Taking a risk, engaging in new

experiences, learning by trial and error

Enjoying & achieving what they do:- Showing satisfaction in meeting their

own goals Being proud of how they

accomplished something – not just the end result

Enjoying meeting challenges for their own sake rather than external rewards or praise

Choosing ways to do things:- Planning, making decisions

about how to approach a task, solve a problem and reach a goal

Checking how well their activities are going

Changing strategy as needed Reviewing how well the

approach worked

Page | 9

OBSERVATION NOTES:-

NEXT STEPS

PARENT INPUT

Page | 10

Short observationName of Child:

Date:

Areas of Learning Covered: PSED PD CL L M UW EAD

Characteristics of Effective Learning Covered:

Playing & exploring – engagement

Active learning – motivation

Creating and thinking critically - thinking

Context e.g. where taking place, child alone or in group, activity focus:Name of Observer:

Observation Details:

Next Steps:

Name of Child:

Date:

Areas of Learning Covered: PSED PD CL L M UW EAD

Characteristics of Effective Learning Covered:

Playing & exploring – engagement

Active learning – motivation

Creating and thinking critically - thinking

Context e.g. where taking place, child alone or in group, activity focus:Name of Observer:

Observation Details:

Next Steps:

Page | 11

Long observation 1Long Observation 1

Name of child: Date: Time:

Activity: In/out CI AI AD

Areas of Learning and DevelopmentPrime areas Specific areas

PSED P CL L M UW EAD

Characteristics of Effective LearningPLAYING AND EXPLORING(engagement)

ACTIVE LEARNING(motivation)

CREATING AND THINKING CRITICALLY

(thinking)Finding out and exploring Being involved and concentrating Having their own ideas

Playing with what they know Keeping trying Making links

Being willing to ‘have a go’ Enjoying achieving what they set out to do

Choosing ways to do things

NEXT STEPS FOR LEARNING?

Page | 12

Long observation 2Long Observation 2

Child: Date: Time:Observation:

Characteristics of Effective Learning

Areas of Learning and Development

Playing and exploring – engagement

Finding out & exploring Playing with what they

know Being willing to ‘have a go

Active learning – motivation

Being involved and concentrating

Keeping on trying Enjoying achieving what

they set out to do

Creating and thinking critically – thinking

Having their own ideas Making links Choosing ways to do

things

Prime Areas Specific Areas

Personal Social and Emotional Development

Making relationships Self -confidence and self-

awareness Managing feelings and

behaviour

Physical Development –

Moving & handling Health & self-care

Communication and Language

Listening & attention Understanding Speaking

Literacy Reading Writing

Mathematics

Numbers Shape, space and

measure

Understanding the World

People & communities The world Technology

Expressive Arts and Design

Exploring and using media and materials

Being imaginative

Page | 13

Observation continued:

Next Steps:

Page | 14

Long observation 3Long Observation 3

Name of childDate: Time: Observation completed by:Child Initiated Activity: Adult Led Activity:

Solitary Play Small group Play Large Group PlayPSED

C&L PD L M U the W EA&D

Context: (where is the child? Who else is present?)

Page | 15

What is happening? (What is the child saying and/or doing?)

Is the child: Showing curiosity?

Using their senses?

Engaging in open ended activity?

Showing particular interests?

Pretending objects

Maintaining focus on their activity for a period of time?

Showing high levels of energy/fascination?

Not easily distracted?

Paying attention to

Thinking of ideas?

Finding ways to solve problems?

Finding new ways to do things?

Making links and noticing patterns in their

Page | 16

are things?

Representing experiences in play?

Taking on a role in play?

Acting out experiences with other people?

Initiating activities?

Seeking challenges?

Showing a ‘can do’ attitude?

Taking a risk? Engaging in new experiences and learning by trial and error?

detail?

Persisting with activity when challenges occur?

Showing belief that effort or a different approach will pay off?

Bouncing back after difficulties?

Showing satisfaction in meeting own goals?

Proud of accomplishments regardless of end result?

Enjoying meeting challenges for own sake?

experience?

Making predictions?

Testing their ideas?

Developing ideas of grouping, sequencing, cause and effect?

Checking how well their activities are going?

Changing strategy as needed?

Reviewing how well the approach worked?

NEXT STEPS:

Page | 17

Long observation 4Long Observation 4

Child’s name: Age (in months): Observer:

SEN EAL Date: Time:

Context (where, how) Adult involvement: yes no

OBSERVATION: What did you find out about the child’s learning across any of the 3 prime areas and 4 specific areas of learning? What was significant for the child?

GENERAL PSED (MR; SC&SA; MF&B)

PD (M&H; H&SC)

CL(L&A; U; S)

L (R; W)

M (N; SSM)

UW (P&C; TW; T)

EAD (E&UM&M; BI)

Page | 18

General (continued)Characteristics of Effective LearningPlaying and Exploring (Engagement)

Active Learning (Motivation)

Creating and Thinking Critically (Thinking)

Child’s Response (verbal and / or non-verbal (try to make time to inform the child about the observation. Consider showing the child a photograph of his / her play that was observed and capture his / her response).

Significant progress and achievements identified during the observation.

Learning priorities identified – What next?

Page | 19

Characteristics of effective learning observationName of child: Date: Time:Activity:

Details / Context: (could include a photo)

Characteristics of effective learning (how children learn) shown in observation:Playing and exploring Active learning Creating/thinking criticallyFinding out and exploringShowing curiosity about objects, events and people.Using senses to explore the world around them.Showing particular interests.

Being involved and concentratingMaintaining focus on their activity for extended periods of time.Showing high levels of energy, fascination.Not easily distracted.Paying attention to details

Have their own ideasThinking of ideas.Finding ways to solve problems.Finding new ways to do things

Playing with what they knowPretending objects are things from their experience.Representing their experiences in play.Acting out experiences with other people.

Keeping on tryingPersisting with activity when challenges occur.Showing a belief that more effort or a different approach will pay off.Bouncing back after difficulties.

Making linksMaking links and noticing patterns in their experience.Making predictions.Testing their ideas.Developing ideas of grouping, sequences, cause and effect.

Being willing to have a goInitiating activities.Seeking challenge.Showing a “can do” attitude.Taking a risk, engaging in new experiences, and learning by trial and error.

Enjoying achieving what they set out to doShowing satisfaction in meeting their goals.Being proud of how they accomplished something-not just the end result.Enjoying meeting challenges for their own sake rather than external rewards or praise.

Choosing ways to do thingsPlanning, making decisions about how to approach a new task, solve a problem and reach a goal.Checking how well their activities are going.Changing strategy as needed.Reviewing how well the approach worked

AREA OF LEARNING AND DEVELOPMENT:PSED CL PD L M UW EAD

AGE BAND: Birth – 11 months 8 – 20 months 16 – 26 months 22 – 36 months 30 – 50 months 40 – 60+ monthsC B A

Next steps: What will you do to celebrate/extend/provide opportunities to repeat or practice/change something/scaffold/consolidate?

Page | 20