Name of teacher :
Number of children :
Age range of children :
Comment on evidence of adult focused teaching, adult initiated learning and child initiated learning.
Links made to Development
Matters / Early Years Outcomes?
Reference to the characteristics of effective learning?
Evidence of next step planning and follow up?
Comment on progress in particular areas of learning.
Comment on progress of girls, boys, SEND, EAL, most-able,
G&T, pupil premium children.
Observer:
Focus of scrutiny:
Date:
Accessible and attractive to parents and children? Is work well presented?
Evidence of wow slips / information from home?
Page | 1

Are learning journeys regularly shared with children? Are quotes from children included?
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).
Page | 2

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.
- Teachers do not have sufficiently high expectations for pupil learning.
Inclusion and support
Skills,
Knowledge and
Understanding
- Learning activities are not sufficiently well matched to the needs of pupils.
- Pupils cannot communicate, read, write or apply mathematics as well as they should.
Level 3 – Requires improvement
Teaching requires improvement because it is not good.
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.
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.
Progress
- 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.
- 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.
Assessment for
Learning
- 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.
* The difference between ‘good’ and ‘rapid and sustained progress’ is linked to productivity in relation to learning outcomes
- 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.
Page | 3