6. OBSERVATION AND ASSESSMENT OF TRAINEES
Warwick Partnership for Teacher Education: Phase 1 Phonics Observation form – Nursery onwards
Trainee
Setting/School
Phonics Phase:
Date:
Relevant Standards : TS3
Observer
Age Group:
No. present:
Time (mins):
Context of session and/or focus for observation (link to Standards)
Planning & Provision
Has the trainee:

Matched the activity to the needs, abilities and /or
interests of the children?

Identified and planned for children who need additional
support?

Planned playful opportunities to explore sounds – in the
environment/related to language – linked to words and
word awareness?

Enabled the learning to be further
developed/consolidated within the learning
environment? (indoors/outdoors)

Considered assessment opportunities?
Notes
Modelling, Listening and Speaking
Does the trainee:

Model good listening skills?

Allow sufficient thinking time?

Encourage children to extend their spoken
communication through asking questions?

Provide good models of spoken English – using a clear
and engaging tone?

Develop and extend children’s vocabulary and/or
understanding of words?
Supporting Development
Does the session encourage children to:

Tune into sounds/listen and remember sounds/talk
about sounds?

Listen attentively?

Speak confidently to others?

Discriminate phonemes?

Reproduce audibly the phonemes they hear, in order?

Use sound-talk to segment words into phonemes?
Additional Aspects
Is the session:

Active?

Engaging?

Inclusive?

Positive?

Multi-sensory?

Well resourced?
The lesson
observed
indicated
Achieving the
Standards at an
OUTSTANDING
level
Achieving the
Standards at a
GOOD level
Achieving the
Standards at the
REQUIRES
IMPROVEMENT
level
WORKING
TOWARDS
achieving the
Standards
Cause for
Concern
37
Warwick Partnership for Teacher Education : Formal Observation Form Part One
Trainee:
Setting:
Area of learning/subject:
Date:
Observer:
Age Group:
No. present:
Time (mins):
Identified focus for observation (link to standards/previous targets):
Strength () Standard Addressed () Development Point (*)
ASSESSMENT OF
PROGRESS
2, 4, 6
2, 6
2, 5, 6
6
Appropriate adaptation of learners’
activities based upon learners’
responses/needs
Appropriate verbal feedback to help
children’s progress
Learners’ meet set objectives
Appropriate relationships established
1, 3, 4
Challenging objectives set and shared
3, 4, 5
Activities are flexible, connect appropriately
to learners’ experience and interests
1, 3, 4
TEACHING
Assessment of progress within session
1, 7, 2
3
Motivates and engages learners
Demonstrates clear understanding of early
reading/mathematics teaching strategies
Use of voice and standard English
4
Clear explanation of the concepts, activities
and any choices
2
Appropriate questioning to explore
understanding
2, 3
Demonstrates knowledge and
understanding of how babies/children learn
and develop
2
Communicate effectively, listening and
responding sensitively
4
Use of outdoor environment where
appropriate
2, 4
CLASS MANAGEMENT
Knowledge of prior learning linked to EYFS
2, 4, 6
1, 4
Analysis of learning and teaching
Develops children’s confidence through
group learning
5
Manages transitions
5, 8
Promotes inclusion
7
Promotes learners’ independence and selfcontrol
7
Handles behaviour appropriately
1, 7
Creates a positive, safe learning
environment
6, 8
Establishes a culture of co-operative
working between colleagues
1, 8
Models positive values and behaviour
38
Warwick Partnership for Teacher Education : Formal Observation Form Part Two
Trainee:
Date:
What progress did the children/focus child make today?
What in particular did you do to ensure optimum progress?
What do you need to focus on next? (negotiate targets, linking to teaching standards)
The
lesson
observed
indicated:
Achieving the
standards at an
OUTSTANDING
level
Signed (Observer):

Achieving the
standards at a
GOOD level
Achieving the
standards at the
REQUIRES
IMPROVEMENT
level
WORKING
TOWARDS
achieving the
standards
Cause for
concern
Signed (Trainee)
39