EYFS observation: adult led session
Whole class / adult led group teaching
Name of teacher:
Number of children:
Age range of children:
Observer:
Focus of teaching:
Focus of observation:
Date:
Assessment for Learning:
Links made to prior learning,
explicit learning intentions are
well matched to children’s needs,
accessible / visual success
criteria. Inclusion of plenary /
evaluation of task. Children
show satisfaction in meeting
their goals. They are proud of
process, not just product. They
know what they need to do to
improve.
Evaluate the impact of
teaching on learning:
Impact of modelling new skills,
knowledge and attitudes.
Teaching is responsive: teacher
assesses children’s learning
throughout and reshapes tasks,
questions and explanations to
improve learning. Impact of
teaching on progress during
lesson.
+ Behaviour for learning:
Positive behaviour management
strategies used. Task and
timings are appropriate for agerange of children. Clear
instructions are given in short
chunks. Praise is specific.
Children are not easily distracted.
They are eager to learn and
show high levels of energy and
fascination. Children are
intrinsically motivated.
Active learning:
Strategies are used to promote
active listening, concentration
and involvement (e.g. talk
partners, actions, gesture).
Children show curiosity. They
are engaged, they concentrate,
persevere and enjoy what they
set out to achieve.
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Effective use of resources:
Impact of resources on the
quality of learning. Visuals,
prompts and the use of other
adults support and scaffold
learning.
How are the needs of
vulnerable groups met?
Comment on progress of girls,
boys, SEND, EAL, most-able,
G&T, pupil premium.*
*Indicate focus groups
Opportunities to extend
language:
modelling, descriptive
commentary, examples of
effective open questions and
prompts deepen
understanding.
Opportunities to create and
think critically:
Children are encouraged to have
their own ideas, make links and
choose ways to do things. They
are given high levels of
independence. Children show a
can-do attitude. They take
risks, seek challenge and learn
through trial and error.
Missed opportunities:
areas for development
Please see over the page for Ofsted criteria - links from individual lessons can made, but a
judgement of teaching and learning in the EYFS should be made over a period of time, ensuring
information is triangulated from a variety of sources (lesson observations of adult led teaching, child
initiated learning and supported play, planning, learning journeys, data, child’s voice). Underlined words
show links to the characteristics of effective learning.
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Strand
Climate for learning
and pupil
engagement/
attitudes to learning
Planning and
expectations
Level 4 – Inadequate
- Teaching fails to engage or interest
particular groups of pupils, including
disabled pupils and those who have
special educational needs.
- Pupils physical wellbeing is not
promoted.
Level 3 – Requires improvement
- Teachers do not have sufficiently high
expectations for pupil learning.
- Learning activities are not sufficiently
well matched to the needs of pupils.
Inclusion and support
Skills,
Knowledge and
Understanding
Progress
- Pupils cannot communicate, read, write
or apply mathematics as well as they
should.
Teaching requires improvement
because it is not good.
- As a result of weak teaching, pupils (or
groups of pupils) make inadequate
progress, including disabled pupils, those
who have special educational needs,
those for whom the pupil premium
provides support and the most able.
Level 2 – Good
- Teachers and other adults create a positive
climate for learning.
- Pupils are interested and engaged with their
learning.
- Pupils attitudes to all aspects of learning,
including in independent, group and whole class
work, are consistently positive, and have a good
impact on the progress they make.
- Teachers have high expectations for pupil
learning.
- Teachers plan and teach lessons that deepen
pupils’ knowledge and understanding and
enable them to develop a range of skills.
- Effective teaching strategies (including setting
appropriate homework) are matched well to
pupils’ individual needs, so that pupils learn well
in the lesson.
- Appropriately targeted support and intervention
are matched well to pupils’ individual needs,
including those most and least able, so that
pupils learn well in lessons.
Pupils are enabled to develop well a range of
skills, especially in reading, writing and
mathematics, across the curriculum.
- Pupils’ knowledge and understanding are
deepened.
- Most pupils and groups of pupils, including
disabled pupils, those who have special
educational needs, those for whom the pupil
premium provides support and the most able,
make good progress.
- Teachers listen to, carefully observe and
skilfully question pupils during lessons.
- Teachers reshape tasks and explanations to
improve learning.
- Teachers assess pupils’ learning and progress
regularly and accurately during the lesson.
- Teachers ensure that pupils know how well
they have done and what they need to do to
improve.
Assessment for
Learning
* The difference between ‘good’ and ‘rapid and sustained progress’ is linked to productivity in relation to learning outcomes
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Level 1 – Outstanding
- Teachers and other adults generate high
levels of engagement and commitment to
learning.
- Pupils consistently display a thirst for
knowledge and a love of learning,
including in independent, group and whole
class work, which have a very strong
impact on their progress in lessons.
- Teachers have consistently high
expectations of all pupils.
- Teachers plan and teach lessons that
enable pupils to learn exceptionally well.
- Teachers use well-judged and often
inspirational teaching strategies (including
setting appropriate homework) that match
individual needs accurately, so that pupils
learn exceptionally well.
- Sharply focused and timely support and
intervention match individual needs
accurately, so that pupils learn
exceptionally well.
Pupils are enabled to develop highly
effectively a range of skills, especially in
reading, writing and mathematics, across
the curriculum.
- Almost all pupils, including disabled
pupils, those who have special
educational needs, those for whom the
pupil premium provides support and the
most able, are making rapid and sustained
progress. (*)
- Teachers systematically and effectively
check pupils’ understanding throughout
lessons, anticipating where they may need
to intervene and doing so with notable
impact on the quality of learning.
- Consistently high quality marking and
constructive feedback from teachers
ensure that pupils make rapid gains.