Learning Observation Report

• Additional Learning Support

• Learning Observation Report

• Document No.

• Conducted on

  Date

Leaning Observation Report

• Type of support

  in class support

  out of class support

• Staff member

• Select date

  Date

• Observer

  Select Diane Hill Louise Birchall Jennifer Hardy Jane Hilton

  • Diane Hill
  • Louise Birchall
  • Jennifer Hardy
  • Jane Hilton

• Length of observation

• Course/Topic/Activity

• Location

• PTL Code

• PC Code

• Course Level

  Select Pre-E E 1 2 3 4

  • Pre-E
  • E
  • 1
  • 2
  • 3
  • 4

• No. of students receiving ALS

  Select 1 2 3 4 5 6 7 8 9 10 11 12 13 14 18 15 16 17 19 23 20 21 22 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40

  • 1
  • 2
  • 3
  • 4
  • 5
  • 6
  • 7
  • 8
  • 9
  • 10
  • 11
  • 12
  • 13
  • 14
  • 18
  • 15
  • 16
  • 17
  • 19
  • 23
  • 20
  • 21
  • 22
  • 24
  • 25
  • 26
  • 27
  • 28
  • 29
  • 30
  • 31
  • 32
  • 33
  • 34
  • 35
  • 36
  • 37
  • 38
  • 39
  • 40

• No. In class

  Select 1 2 3 4 5 6 7 8 9 10 11 12 13 14 18 15 16 17 19 23 20 21 22 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40

  • 1
  • 2
  • 3
  • 4
  • 5
  • 6
  • 7
  • 8
  • 9
  • 10
  • 11
  • 12
  • 13
  • 14
  • 18
  • 15
  • 16
  • 17
  • 19
  • 23
  • 20
  • 21
  • 22
  • 24
  • 25
  • 26
  • 27
  • 28
  • 29
  • 30
  • 31
  • 32
  • 33
  • 34
  • 35
  • 36
  • 37
  • 38
  • 39
  • 40

• Record individual student needs and reason for support

• Tutor's Teaching Plan available

  Yes

  No

• Tutor's Group Profile available

  Yes

  No

• Overall Grade

  Not Graded

  Grade 1

  Grade 2

  Grade 3

  Grade 4

Professional Approach

Personal presentation

• Comments

• Grade 1

• Appropriately dressed, wearing staff ID badge & fully equipped for the session

• Grade 2

• Appropriately dressed, wearing staff ID badge & fully equipped for the session

• Grade 3

• Generally appropriately dressed, wearing staff ID badge and equipped for the session

• Grade 4

• Inappropriately dressed and/or not wearing staff ID badge and/or not fully equipped for the session

Health & Safety

• Comments

• Grade 1

• Outstanding awareness of H&S policies, practices & procedures & take appropriate actions (in liaison with the tutor) to intervene where there are H&S issues. Outstanding promotion of student's awareness of/and for H&S or well being. Thorough awareness of student's RA & PEEP where appropriate

• Grade 2

• Good awareness of H&S policies, practices & procedures & take appropriate actions (in liaison with the tutor) to intervene where there are H&S issues. Good promotion of student's awareness of/and for H&S & or well being Good awareness of student's RA & PEEP where appropriate

• Grade 3

• Some awareness of H&S policies, practices & procedures & take appropriate actions (in liaison with the tutor) to intervene where there are H&S issues. Some promotion of student's awareness of/and for H&S & or well being You have some awareness of student's RA & PEEP where appropriate

• Grade 4

• No awareness of H&S policies, practices & procedures & take appropriate actions (in liaison with the tutor) to intervene where there are H&S issues. No promotion of student's awareness of/and for H&S & or well being No awareness of student's RA & PEEP where appropriate

Appropriate Role Model

• Comments

• Grade 1

• Exemplary role model to students: hygiene, safety, appearance, motivation, punctuality, respect, language, adhering to college code of conduct (e.g. water, phones, ID badges etc)

• Grade 2

• Good role model to students: hygiene, safety, appearance, motivation, punctuality, respect, language, adhering to college code of conduct (e.g. water, phones, ID badges etc)

• Grade 3

• Satisfactory role model to students: hygiene, safety, appearance, motivation, punctuality, respect, language, adhering to college code of conduct (e.g. water, phones, ID badges etc)

• Grade 4

• Unsatisfactory role model to students: hygiene, safety, appearance, motivation, punctuality, respect, language, adhering to college code of conduct (e.g. water, phones, ID badges etc)

Personal boundaries

• Comments

• Grade 1

• Outstanding professional approach. Maintain personal boundaries (confidentiality, personal details, appropriate personal space, language) throughout session

• Grade 2

• Good professional approach. Maintain personal boundaries (confidentiality, personal details, appropriate personal space, language) throughout session

• Grade 3

• Satisfactory professional approach. Maintain personal boundaries (confidentiality, personal details, appropriate personal space, language) throughout session

• Grade 4

• Unsatisfactory professional approach. Maintain personal boundaries (confidentiality, personal details, appropriate personal space, language) throughout session

Preparation For Support

Pre-session liaison with tutor including Teaching & lesson Plans

• Comments

• Grade 1

• There is evidence that effective & appropriate communication, including access to teaching & session plans has taken place between you & the tutor prior to session. There is clear evidence that transition info including RA PEEP & TA has been shared with tutor.

• Grade 2

• There is evidence that some appropriate communication, including access to teaching & session plans has taken place between you & the tutor prior to session. There is some evidence that transition info including RA PEEP & TA has been shared with tutor.

• Grade 3

• There is evidence that little effective & appropriate communication, including access to teaching & session plans has taken place between you & the tutor prior to session. There is little evidence that transition info including RA PEEP & TA has been shared with tutor.

• Grade 4

• There is evidence that no appropriate communication, including access to teaching & session plans has taken place between you & the tutor prior to session. There is no evidence that transition info including RA PEEP & TA has been shared with tutor.

Punctuality

• Comments

• Grade 1

• Arrive early to class to ensure pre-session liaison & meet students in advance of session where part of support package

• Grade 2

• Arrive early to class to ensure pre-session liaison & meet students in advance of session where part of support package

• Grade 3

• Arrive on time to class to ensure pre-session liaison & meet students in advance of session where part of support package

• Grade 4

• Arrive late to class without evidence of reasonable explanation.

Preparation for resources/equipment

• Comments

• Grade 1

• When appropriate you have prepared high quality appropriate resources to enhance/complement the tutor’s delivery & enable supported students to fully access the whole session. When appropriate you have identified, prepared & set up appropriate equipment (AT) to meet the needs of the supported students throughout session.

• Grade 2

• When appropriate you have prepared appropriate resources to enhance/complement the tutor’s delivery & enable supported students to fully access the whole session. When appropriate you have identified, prepared & set up appropriate equipment (AT) to meet the needs of the supported students throughout parts of the session.

• Grade 3

• Made few adaptions to resources & equipment to enhance/complement the tutor’s delivery & enable supported students to fully access parts of the session but quality does not fully enhance/complement the needs of the supported students throughout the session.

• Grade 4

• There is no evidence of adaptions to resources & equipment to enhance/complement the tutor's delivery & enable supported students to access the session.

Preparing students to learn

• Comments

• Grade 1

• Wide range of appropriate strategies to fully prepare students to engage in the learning process (focus, equipment, phones, comfort factors, safety)

• Grade 2

• Good range of appropriate strategies to fully prepare students to engage in the learning process (focus, equipment, phones, comfort factors, safety)

• Grade 3

• A range of appropriate strategies to fully prepare students to engage in the learning process (focus, equipment, phones, comfort factors, safety)

• Grade 4

• No use of appropriate strategies to fully prepare students to engage in the learning process (focus, equipment, phones, comfort factors, safety)

Student Records

Team up to date and accurate

• Comments

• Grade 1

• All team records are accurate & up to date, progress records reflect support provision, progress in learning & strategies used

• Grade 2

• All team records are accurate & up to date, progress records reflect support provision, progress in learning & strategies used

• Grade 3

• All team records are accurate & up to date, but progress records do not truly reflect support provision, progress in learning & strategies used

• Grade 4

• Team records are not up to date, & or progress records do not truly reflect support provided

Targets and reviews (for caseloaded students)

• Comments

• Grade 1

• Targets are SMART & reflect identified short term outcomes & longer term aspirations, aiming to promote independence. Reviews are bespoke, linked to achievement & areas for development.

• Grade 2

• Targets are SMART & reflect identified short term outcomes & longer term aspirations, aiming to promote independence. Reviews are well written, bespoke, linked to achievement & areas for development.

• Grade 3

• Targets are not fully SMART & or do not reflect outcomes/aspirations to promote independence. Reviews are not bespoke, & or do not link to targets & or reflect progress achievement & areas for development.

• Grade 4

• Targets are not complete or are not SMART & so do not reflect outcomes/aspirations to promote independence. Reviews are not complete or do not link to targets/progress/achievement & areas for development.

Targets and reviews (For non-caseloaded students)

• Comments

• Grade 1

• Thorough awareness of targets throughout session. No contribution made to the students review.

• Grade 2

• Some awareness of targets throughout session by applying support strategies. Contribution made to the students review.

• Grade 3

• Little awareness of targets throughout session by applying support strategies. No contribution made to the students review.

• Grade 4

• No demonstration of awareness Of targets. No contribution made to the students review.

Transitional info, including RA & PEEP in file & shared with teaching staff

• Comments

• Grade 1

• Signed & completed RA / PEEP on transition & in file, & shared with relevant teaching staff

• Grade 4

• RA / PEEP are not signed/not in file or shared with relevant teaching staff

Support During Session

Relationship & interaction with tutor

• Comments

• Grade 1

• Highly effective & responsive team player. You adapt & positively work with direction from the tutor, demonstrating an excellent rapport with tutor & working together through the session to enhance learning.

• Grade 2

• Effective & responsive team player. You adapt & positively work with direction from the tutor, demonstrating a good rapport with tutor & some working together through the session to enhance learning.

• Grade 3

• Partial understanding of role within the session perhaps because you have not carried out pre-session liaison or not requested clarification from the tutor during the session.

• Grade 4

• Do not understand your role within the session & do not attempt to seek clarification from the tutor. No interaction with tutor during the session

Relationship with named students & rest of group

• Comments

• Grade 1

• Developed excellent relationship with students

• Grade 2

• Developed good relationship with students

• Grade 3

• Developed some/little relationship with students

• Grade 4

• Developed no relationship with students

Knowledge of leathers (named & group) & of support

• Comments

• Grade 1

• Thorough knowledge of named students & other in group

• Grade 2

• Thorough knowledge of named students & some knowledge of others in group

• Grade 3

• Good knowledge of named students but no knowledge of others in group

• Grade 4

• Little or no knowledge of named students & others in group

Equal opportunities (EO) and anti-discriminatory practice (ADP) are modelled by support worker

• Comments

• Grade 1

• Highly effective understanding & application of EO & ADP & positively promote them throughout the session

• Grade 4

• No understanding & application of EO & ADP & do not challenge where appropriate during the session

Personal care is discrete & sensitive

• Comments

• Grade 1

• Thorough knowledge of personal care needs which is anticipated & offered in a discreet & sensitive manner

• Grade 2

• Personal care is anticipated & offered in a discreet & sensitive manner

• Grade 3

• Personal care may not be anticipated but is offered in a discreet & sensitive manner.

• Grade 4

• Personal care is not anticipated & or is not offered in a discreet sensitive manner.

Contribute to classroom management

• Comments

• Grade 1

• Use knowledge of students effectively to pre-empt potential inappropriate behaviour; understand students behaviour profiles and use strategies to effectively resolve all situations, calmly quickly and safely - in conjunction with tutor where appropriate.

• Grade 2

• A good understanding of students behaviour profiles and management strategies. Attentive to low level behaviours, including student withdrawal from engagement. Effectively respond to & manage behaviour observed, following strategies appropriately, effectively & safely - in conjunction with tutor where appropriate

• Grade 3

• A basic understanding student's behaviour profiles and management strategies. Application of strategies when behaviour is observed is adequate. Some awareness & identification of low level behaviours, but your response is reactive rather than proactive (no action taken to prevent the behaviour escalating) & so the quality & success of the learning activity is impaired.

• Grade 4

• Inappropriate response to behaviour (this could include no response at all). Do not follow the strategies in place or use ineffective or unauthorised techniques. The safety of the students & other colleagues is put at risk as a result and so the quality of the learning activity is significantly impaired.

Motivational strategies & active promotion of learning

• Comments

• Grade 1

• Highly proactive in promoting learning demonstrating a wide range of motivational strategies including: praise, encouragement & reassurance.

• Grade 2

• Proactive in promoting learning, demonstrating a range of motivational strategies including: praise encouragement & reassurance.

• Grade 3

• Play some part in promoting learning, demonstrating a limited range of motivational strategies including: praise, encouragement & reassurance.

• Grade 4

• Play no part in promoting learning, demonstrating little or no use of motivational strategies including praise, encouragement & reassurance.

Learner involvement & differentiation

• Comments

• Grade 1

• Actively encourage student participation at all stages of the session & significantly contribute to differentiation & pace of session.

• Grade 2

• Encourage student participation at most stages of the session & appropriately contribute to differentiation & pace of session.

• Grade 3

• Give limited encouragement to student participation in the session & limited contribution to differentiation & pace of session.

• Grade 4

• Give no encouragement to student participation in the session & no contribution to differentiation & pace of session.

Opportunity to develop functional skills

• Comments

• Grade 1

• Every opportunity is taken to include & develop FS Literacy/Numeracy & IT in the session

• Grade 2

• Some opportunity is taken to include & develop FS Literacy/Numeracy & IT in the session

• Grade 3

• Little opportunity is taken to include & develop FS Literacy/Numeracy & IT in the session

• Grade 4

• No opportunity is taken to include & develop FS Literacy/Numeracy & IT in the session

Communications (e.g level of language, clarity)

• Comments

• Grade 1

• Outstanding oral skills (including well worded open questions), which engage the student & promote sustained motivation & concentration. Positive verbal/non verbal communication-strong voice,fluent speech patterns, clear eye contact enthusiastic manner & open body language & expression.

• Grade 2

• Good communication skills which promote motivation & concentration. You demonstrate effective verbal/non verbal communication skills.

• Grade 3

• Oral presentation skills are satisfactory. Generally use appropriate verbal/non verbal communication skills.

• Grade 4

• Ineffective communication which does not engage the students. Some verbal/non verbal communication skills are ineffective or inappropriate e.g. Eye contact, voice speech, manner, attitude, body movements etc. student is bored & showing it.

Promote Independence

• Comments

• Grade 1

• Make full use of opportunities to promote further independence throughout session

• Grade 2

• Good use of opportunities to promote further independence throughout session

• Grade 3

• Some use of opportunities to promote further independence throughout session

• Grade 4

• No use of opportunities to promote further independence throughout session.

Assessment of learning

• Comments

• Grade 1

• Effective range of techniques e.g. open questions, discussions, observations used to check & consolidate learning throughout session. Bring to tutors attention where student requires further input/clarification

• Grade 2

• Good range of techniques e.g. open questions, discussions, observations used to check & consolidate learning throughout session. Bring to tutors attention where student requires further input/clarification

• Grade 3

• Some techniques e.g. open questions, discussions, observations used to check & consolidate learning in parts of the session.

• Grade 4

• No techniques e.g. open questions, discussions, observations used to check & consolidate learning in parts of the session.

Environmental awareness

• Comments

• Grade 1

• Outstanding awareness of the environment & appropriate actions taken ( in liaison with the tutor)

• Grade 2

• Good awareness of the environment & appropriate actions taken (in liaison with the tutor)

• Grade 3

• Some awareness of the environment & appropriate actions taken (in liaison with the tutor)

• Grade 4

• No awareness of the environment & appropriate actions taken (in liaison with the tutor)

Contribution to pace of lesson

• Comments

• Grade 1

• Your work within the session and your liaison with the tutor has a positive contribution on the pace throughout the lesson

• Grade 2

• Your work within the session and your liaison with the tutor has a positive contribution on the pace in parts of the lesson

• Grade 3

• Your work does not impact on the pace of the session

• Grade 4

• Your work does not make a positive contribution to the pace of the session

Works effectively with other ESWs/CSWs

• Comments

• Grade 1

• Excellent support & encouragement offered to all colleagues.

• Grade 2

• Good support & encouragement offered to all colleagues.

• Grade 3

• Some/little support & encouragement offered to all your colleagues

• Grade 4

• No support & encouragement offered to some/all your colleagues

Assistive technology is in place & effectively used where applicable

• Comments

• Grade 1

• Appropriate AT is in place and effectively used throughout the session

• Grade 2

• Some appropriate use of AT which is effectively used throughout the session

• Grade 3

• AT in place but is not used in the most effective way

• Grade 4

• AT is not in place but could have been used to enhance learning

Post Session

Liaise with Tutor

• Comments

• Grade 1

• Clear demonstration of post session liaison with links to next session (evaluated & adjusted if needed)

• Grade 2

• Some demonstration of post session liaison with links to next session (evaluated & adjusted if needed)

• Grade 3

• Little demonstration of post session liaison with links to next session (evaluated & adjusted if needed)

• Grade 4

• No demonstration of post session liaison with links to next session (evaluated & adjusted if needed)

Follow up as required

• Comments

• Grade 1

• You were proactive in carrying out any follow up.

• Grade 4

• You do not carry out any required follow up.

Triangular Feedback

• Tutor Feedback - How does the support provided enhance the experience of the learners and aid the learning?

• Learner/s - How does Additional Learning Support help you in the classroom?

• Support Worker - How does the support provided enhance the experience of the learners and aid the learning?

Observer Feedback

• Strengths and areas for improvement

• Examples of good practice

Action plan

• Area for improvement

• Method of development (e.g. Professional development, mentor etc.)

• By whom

• By when

  Date

• Completed (line manager)

  Sign

• Area for improvement

• Method of development (e.g. Professional development, mentor etc.)

• By whom

• By when

  Date

• Completed (line manager)

  Sign

• Area for improvement

• Method of development (e.g. Professional development, mentor etc.)

• By whom

• By when

  Date

• Completed (line manager)

  Sign

• Observer's signature

  Sign

• Staff member's signature

  Sign

• Date

  Date