OBSERVATION FORM. Early Years Service OBSERVING LEARNING, PLAYING AND INTERACTING IN THE EYFS

Transcription

1 OBSERVATION FORM Early Years Service OBSERVING LEARNING, PLAYING AND INTERACTING IN THE EYFS February 2013 Not protectively marked

2 RATIONALE Plymouth Early Years Service has redesigned the observation tool in line with the Reformed Early Years Foundation Stage (EYFS) to enhance reflective practice. The basis of this revised tool is Development Matters in the Early Years Foundation Stage (EYFS) non statutory guidance materials. This DfE (Department for Education) publication supports practitioners when observing children s learning and development, and can also be used to reflect on the quality of learning, interactions and provision. Statements should be lifted directly from the Characteristics of Effective Learning grids as well as the seven areas of Learning and Development grids to guide the observations and inform next steps to develop quality practice. This is a flexible tool, designed to be used by leaders and managers as well as for peer observations. OBSERVING LEARNING, PLAYING AND INTERACTING IN THE EYFS. Page 2 of 6

3 OBSERVING LEARNING, PLAYING AND INTERACTING IN THE EYFS Observation form Name of setting / school: Date: Observer: Practitioner self evaluation (prior to observation) Key strengths: Areas for development: Names of adults: Role of adults / deployment: Agreed strengths: Summative Statement (after observation) Agreed areas for development: Benefits to the children: Signed: Observer Practitioner OBSERVING LEARNING, PLAYING AND INTERACTING IN THE EYFS. Page 3 of 6

4 Evidence Agreed focus for observation Evidence (Refer to Development Matters) Context: (indoor/outdoor, child initiated / adult led) Age of children: Number of children: A Unique Child Positive Relationships Enabling Environments (observe how / what the child is learning) (what adults are doing) (what adults are providing) Leuven scales: Well being Involvement OBSERVING LEARNING, PLAYING AND INTERACTING IN THE EYFS. Page 4 of 6

5 Name of setting / school: Observer: Key strengths: OBSERVING LEARNING, PLAYING AND INTERACTING IN THE EYFS Observation form with guidance Note up to three agreed strengths. This will inform your focus for observation. Names of adults: Date: Practitioner self evaluation (prior to observation) Areas for development: Note up to three key priorities for development. This will inform your focus for observation. Role of adults / deployment: Agreed strengths: Summative Statement (after observation) Note key strengths based on observed practice, agreed with the person / persons observed. Agreed areas for development: Benefits to the children: Following the observation and discussion note up to three points for future development. Clearly state how each area for development will impact on the children s learning and development. Signed: Observer Practitioner OBSERVING LEARNING, PLAYING AND INTERACTING IN THE EYFS. Page 5 of 6

6 Evidence Agreed focus for observation Evidence (Refer to Development Matters) Context: (indoor/outdoor, child initiated / adult led) Age of children: Number of children: A Unique Child Positive Relationships Enabling Environments (observe how / what the child is learning) (what adults are doing) (what adults are providing) Select statements from Development Matters Unique Child column to support your observations linked to the agreed focus for observation. These can come from the Characteristics of Effective Learning or seven areas of Learning and Development grids. For example: Can play in a group, extending and elaborating play ideas, e.g. building up a role-play activity with other children Initiates play, offering cues to peers to join them Keeps play going by responding to what others are saying or doing Demonstrates friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults (PSED 30-50months) Select statements from Development Matter Positive Relationships column to support your observations linked to the agreed focus for observation. These should correspond to the statements in the Unique Child box. For example: Support children in developing positive relationships by challenging negative comments and actions towards peers or adults Encourage children to choose to play with a variety of friends from all backgrounds, so that everybody in the group experiences being included Help children understand the feelings of others by labelling emotions such as sadness, happiness, feeling cross, lonely, scared, worried Plan support for children who have not yet made friends Select statements from Development Matters Enabling Environments column to support your observations linked to the agreed focus for observation. These should correspond to the statements in the Unique Child box. For example: Activities that require collaboration Stable Key person relationships Time, space and materials for children to collaborate with one another in different ways, for example, building constructions Role play areas resourced with materials reflecting children s family lives and communities Resources that are unfamiliar to broaden children s knowledge and reflect an inclusive ethos Books, puppets and dolls that help children explore their ideas about friends and friendships and to talk about their feelings, e.g. someone saying you can t play. Leuven scales: Well being Involvement Note specific examples of observed behaviour and learning that evidence the Development Matters statements in the box above. Note specific examples of how adults support the children s learning and development. Note what is available to support learning and development, including how the environment is organised and managed as well as the resources available. OBSERVING LEARNING, PLAYING AND INTERACTING IN THE EYFS. Page 6 of 6