Observation, Assessment and Planning
The following templates are intended as a starting point to support observation,
assessment and planning.
They can be adapted and developed to suit the needs of the practitioners. They are
not required formats to be used in Oxfordshire but are simply a selection of
examples that may support you in the process of observation, assessment and
planning.
For more in depth support, consider attending our course Observation, Assessment
and Planning in the Early Years available through our Step into Training programme .
The EYFS Statutory Framework (September 2014) states:
Practitioners must consider the individual needs, interests, and stage of development
of each child in their care, and must use this information to plan a challenging and
enjoyable experience for each child in all of the areas of learning and development.
Each area of learning and development must be implemented through planned,
purposeful play and through a mix of adult-led and child-initiated activity.
In planning and guiding childrens activities, practitioners must reflect on the different
ways that children learn and reflect these in their practice.
The key person must help ensure that every childs learning and care is tailored to meet
their individual needs.
Assessment should not entail prolonged breaks from interaction with children, nor
require excessive paperwork. Paperwork should be limited to that which is absolutely
necessary to promote childrens successful learning and development.
Contents
Continuous provision planning...........................................................................................1
Focused activity plan..........................................................................................................3
Long observation timetable................................................................................................4
Short observation template look, listen, note..................................................................5
Weekly observation summary............................................................................................6
Observation monitoring......................................................................................................7
Wow moment template.......................................................................................................8
Narrative observation form.................................................................................................9
Short observation..............................................................................................................11
Long observation 1...........................................................................................................12
Long observation 2...........................................................................................................13
Long observation 3...........................................................................................................15
Long observation 4...........................................................................................................18
Characteristics of effective learning observation..............................................................20
Continuous provision planning
Class .. Weekly Plan Date:
Continuous/Enhanced Provision (INSIDE)
Mon Tue Wed Thur Fri
Writing Area
Small World
Malleable/
Tactile Area
Role Play
Mathematics
Art Workshop
Sand
Water
UW/Science/
Nature
ICT
Construction
Key
Green Activities planned in response to childrens interests/next steps (with childrens initials)
Blue Activities to ensure a balance across the curriculum
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Continuous/Enhanced Provision (OUTSIDE)
Mon Tue Wed Thur Fri
PSED
Communicatio
n
And Language
Physical
Development
Literacy
Mathematics
Understanding
the World
Expressive Arts
and Design
Sand
Water
Key
Green Activities planned in response to childrens interests/next steps (with childrens initials)
Blue Activities to ensure a balance across the curriculum
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Focused activity plan
Date:
Task:
PSED PD CL L M UW EAD
Learning intention: Key Vocab/Questions:
Children Involved:
Resources:
Differentiation:
Evaluation:
Next steps:
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Long observation timetable
Term: Autumn 1
Staff Member 1 Staff Member 2 Staff Member 3
Week 1 Lottie, Harry, Ben Josh, Molly, Gilbert
Week 2 Lucy, Andy, Ahmed Sarah, Ellie
Week 3 Marcus, Alfie, Martha Carl, James
Week 4 Lily-Mae, Jess, Charlie Laura, Hannah
Week 5 Tyrone, Esme, William Finlay, George
Week 6 Ruby, Ollie Lottie, Dan
N.B This timetable is for a class of 30 children. A long observation would on average be between 5 10 mins. With three children to
observe in this way over the week that is only a maximum of 30 mins per week.
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Short observation template look, listen, note
Look, Listen and Note Look, Listen and Note
Name. Date Name. Date
Observed: Observed:
PSED PD CL L M UW EAD PSED PD CL L M UW EAD
Age band: Age band:
Next step: Next steps:
Look, Listen and Note Look, Listen and Note
Name. Date Name. Date
Observed: Observed:
PSED PD CL L M UW EAD PSED PD CL L M UW EAD
Age band: Age band:
Next step: Next steps:
Look, Listen and Note Look, Listen and Note
Name. Date Name. Date
Observed: Observed:
PSED PD CL L M UW EAD PSED PD CL L M UW EAD
Age band: Age band:
Next step: Next steps:
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Weekly observation summary
Key Person:
Week Beginning:
Name Observation / Interest Links to EYFS Possible Lines for
Development
1
10
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Observation monitoring
TERM: ___________________
Name PSED PD CL L M UW EAD
Wow moment template
Name _________________
Age ___________________
What I did_____________________________
_____________________________________
_____________________________________
_____________________________________
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Signed: ____________ Date: __________
Name _________________
Age ___________________
What I did_____________________________
_____________________________________
_____________________________________
_____________________________________
Signed: ____________ Date: __________
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Narrative observation form
Name Date
Context Time
Observer
Schemas observed in play Involvement scales
Positioning Transporter Transformer [Link] Low 2. Low 3. Moderate
Very precise about Carrying objects Mix colours, No concentration, Some degree of Busy all the time but
where things should from one place to textures, enjoy absent, passive activity, limited no real
be and enjoy lining another in bags, malleable material attitude, no signs of concentration, concentration,
up toys buckets etc exploring things fiddles, easily activities are short
distracted lived, no dedication
to an activity, not
childs full potential
Rotation Connection Enclosure 4. High 5. Very High
Fascinated by Enjoy spending time Fill empty Engaged without Continuously engaged and absorbed,
spinning wheels, joining things containers, sit in interruption, real focussed without interruption, strongly
wheels on cars, together, using tape tunnels, build dens concentration most appealed by activity. Is alert, shows
rotating items, to join or put or cages of the time, brief precision, intense, engrossed in activity,
enjoy spinning or together obstacle moments of childs capabilities shine.
being spun round courses distortion, child
feels challenged and
motivated
Enveloping Trajectory
Covering up Play with running
themselves or water, climb up and
dolls/toys in jump off equipment,
blankets, painting throw toys and balls
using one colour
Characteristics of effective learning
Playing and Exploring - Active Learning - Creating and Thinking
engagement motivation Critically - thinking
Finding out & exploring:- Being involved & concentrating:- Having their own ideas:-
Showing curiosity about objects, Maintaining focus on their activity Thinking of ideas
events and people for a period of time Finding ways to solve problems
Using senses to explore the world Showing high levels of energy and Finding new ways to do things
around them fascination
Engaging in open ended activity Not easily distracted
Showing particular interests Paying attention to details
Playing with what they know:- Keeping trying:- Making links:-
Pretending objects are things Persisting with activity when Making links and noticing patterns
from their experiences challenges occur in their experiences
Representing their experiences in Showing a belief that more effort Making predictions
play or a different approach will pay Testing their ideas
Taking on a role in their play off Developing ideas of grouping,
Acting out experiences with other Bouncing back after difficulties sequencing, cause and effect
people
Being willing to have a go:- Enjoying & achieving what they do:- Choosing ways to do things:-
Initiating activities Showing satisfaction in meeting their Planning, making decisions about
Seeking challenge own goals how to approach a task, solve a
Showing a can do attitude Being proud of how they problem and reach a goal
accomplished something not just
Taking a risk, engaging in new Checking how well their activities
the end result
experiences, learning by trial and Enjoying meeting challenges for are going
error their own sake rather than external Changing strategy as needed
rewards or praise Reviewing how well the approach
worked
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OBSERVATION NOTES:-
NEXT STEPS
PARENT INPUT
Page | 10
Short observation
Name of Child:
Date:
Areas of Learning Covered: PSED PD CL L M UW EAD
Characteristics of Effective Learning Playing & exploring engagement
Covered: Active learning motivation
Creating and thinking critically - thinking
Context e.g. where taking place, child
alone or in group, activity focus:
Name of Observer:
Observation Details:
Next Steps:
Name of Child:
Date:
Areas of Learning Covered: PSED PD CL L M UW EAD
Characteristics of Effective Learning Playing & exploring engagement
Covered: Active learning motivation
Creating and thinking critically - thinking
Context e.g. where taking place, child
alone or in group, activity focus:
Name of Observer:
Observation Details:
Next Steps:
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Long observation 1
Long Observation 1
Name of child: Date: Time:
Activity: In/out CI AI AD
Areas of Learning and Development
Prime areas Specific areas
PSED P CL L M UW EAD
Characteristics of Effective Learning
PLAYING AND ACTIVE LEARNING CREATING AND THINKING
EXPLORING (motivation) CRITICALLY
(engagement) (thinking)
Finding out and exploring Being involved and concentrating Having their own ideas
Playing with what they know Keeping trying Making links
Being willing to have a go Enjoying achieving what they set Choosing ways to do things
out to do
NEXT STEPS FOR LEARNING?
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Long observation 2
Long Observation 2
Child: Date: Time:
Observation:
Characteristics of Effective Areas of Learning and Development
Learning
Playing and exploring Prime Areas Specific Areas
engagement
Personal Social and Emotional Literacy
Finding out & exploring Development Reading
Playing with what they know Writing
Being willing to have a go Making relationships
Self -confidence and self- Mathematics
Active learning motivation awareness
Managing feelings and Numbers
Being involved and behaviour Shape, space and
concentrating measure
Keeping on trying Physical Development
Understanding the World
Enjoying achieving what they
set out to do Moving & handling
People & communities
Health & self-care
Creating and thinking The world
critically thinking Communication and Language Technology
Having their own ideas Listening & attention Expressive Arts and Design
Making links Understanding
Exploring and using media
Choosing ways to do things Speaking
and materials
Being imaginative
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Observation continued:
Next Steps:
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Long observation 3
Long Observation 3
Name of child
Date: Time: Observation completed by:
Child Initiated Activity: Adult Led Activity:
Solitary Play Small group Play Large Group Play
PS C&L PD L M U the W EA&D
ED
Context: (where is the child? Who else is present?)
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What is happening? (What is the child saying and/or doing?)
Is the child:
Showing curiosity? Maintaining focus on Thinking of ideas?
their activity for a
Using their senses? period of time? Finding ways to solve
problems?
Engaging in open Showing high levels of
ended activity? energy/fascination? Finding new ways to
do things?
Showing particular Not easily distracted?
interests? Making links and
Paying attention to noticing patterns in
Pretending objects
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are things? detail? their experience?
Representing Persisting with activity Making predictions?
experiences in play? when challenges
occur? Testing their ideas?
Taking on a role in
play? Showing belief that Developing ideas of
effort or a different grouping, sequencing,
Acting out approach will pay off? cause and effect?
experiences with
other people? Bouncing back after Checking how well
difficulties? their activities are
Initiating activities? going?
Showing satisfaction in
Seeking challenges? meeting own goals? Changing strategy as
needed?
Showing a can do Proud of
attitude? accomplishments Reviewing how well
regardless of end the approach worked?
Taking a risk?
result?
Engaging in new
experiences and Enjoying meeting
learning by trial and challenges for own
error? sake?
NEXT STEPS:
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Long observation 4
Long Observation 4
Childs name: Age (in months): Observer:
SEN EAL Date: Time:
Context (where, how) Adult involvement: yes no
OBSERVATION: What did you find out about the childs learning across any of the 3 prime
areas and 4 specific areas of learning? What was significant for the child?
GENERAL PSED (MR; SC&SA; MF&B)
PD (M&H; H&SC)
CL(L&A; U; S)
L (R; W)
M (N; SSM)
UW (P&C; TW; T)
EAD (E&UM&M; BI)
Page | 18
Characteristics of Effective
General (continued) Learning
Playing and Exploring (Engagement)
Active Learning (Motivation)
Creating and Thinking Critically
(Thinking)
Childs Response (verbal and / or non-verbal (try to make time to inform the child about the
observation. Consider showing the child a photograph of his / her play that was observed and
capture his / her response).
Significant progress and achievements identified Learning priorities identified
during the observation. What next?
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Characteristics of effective learning observation
Name of child: Date: Time:
Activity:
Details / Context: (could include a photo)
Characteristics of effective learning (how children learn) shown in observation:
Playing and exploring Active learning Creating/thinking critically
Finding out and exploring Being involved and concentrating Have their own ideas
Showing curiosity about objects, events and Maintaining focus on their activity for extended Thinking of ideas.
people. periods of time. Finding ways to solve problems.
Using senses to explore the world around them. Showing high levels of energy, fascination. Finding new ways to do things
Showing particular interests. Not easily distracted.
Paying attention to details
Playing with what they know Keeping on trying Making links
Pretending objects are things from their Persisting with activity when challenges occur. Making links and noticing patterns in their experience.
experience. Showing a belief that more effort or a different Making predictions.
Representing their experiences in play. approach will pay off. Testing their ideas.
Acting out experiences with other people. Bouncing back after difficulties. Developing ideas of grouping, sequences, cause and effect.
Being willing to have a go Enjoying achieving what they set out to do Choosing ways to do things
Initiating activities. Showing satisfaction in meeting their goals. Planning, making decisions about how to approach a new task,
Seeking challenge. Being proud of how they accomplished something- solve a problem and reach a goal.
Showing a can do attitude. not just the end result. Checking how well their activities are going.
Taking a risk, engaging in new experiences, and Enjoying meeting challenges for their own sake Changing strategy as needed.
learning by trial and error. rather than external rewards or praise. Reviewing how well the approach worked
AREA OF LEARNING AND DEVELOPMENT:
PSED CL PD L M UW EAD
AGE BAND: Birth 11 months 8 20 months 16 26 months 22 36 months 30 50 months 40 60+ months
C B A
Next steps: What will you do to celebrate/extend/provide opportunities to repeat or practice/change something/scaffold/consolidate?
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