EYFS Learning Journey scrutiny
Name 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 learning.
Comment 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?
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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).
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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.