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EYFS Learning Journey scrutinyName of teacher:Number of children:Age range of children: Observer: Focus of scrutiny:Date: Evidence of impact of teaching on learning: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?Evidence of progress:Comment on progress in particular areas of ment on progress of girls, boys, SEND, EAL, most-able, G&T, pupil premium children.Quality of evidence and presentation?Accessible and attractive to parents and children? Is work well presented?How well are parents’ voices represented in learning journeys?Evidence of wow slips / information from home?How well are children’s voices represented in learning journeys?Are learning journeys regularly shared with children? Are quotes from children included?Areas for development:Please see over the page for Ofsted criteria 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).StrandLevel 4 – InadequateLevel 3 – Requires improvementLevel 2 – GoodLevel 1 – OutstandingClimate for learning and pupil engagement/attitudes to learning- 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.Teaching requires improvement because it is not 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 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.Planning and expectations- Teachers do not have sufficiently high expectations for pupil learning.- 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.- Teachers have consistently high expectations of all pupils.- Teachers plan and teach lessons that enable pupils to learn exceptionally well.Inclusion and support- Learning activities are not sufficiently well matched to the needs of pupils.- 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.- 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.Skills,Knowledge and Understanding- Pupils cannot communicate, read, write or apply mathematics as well as they should.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.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.- 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. (*)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.- 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.* The difference between ‘good’ and ‘rapid and sustained progress’ is linked to productivity in relation to learning outcomes ................
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