Information

Leaning Observation Report

  • Type of support

  • Staff member

  • Select date

  • Observer

  • Length of observation

  • Course/Topic/Activity

  • Location

  • PTL Code

  • PC Code

  • Course Level

  • No. of students receiving ALS

  • No. In class

  • Record individual student needs and reason for support

  • Tutor's Teaching Plan available

  • Tutor's Group Profile available

  • Overall Grade

Grading Criteria - Professional Approach

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

Grading Criteria - Preperation For Support

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)

Grading Critria - Student Records

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

Grading Criteria - Support During Session

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

Grading criteria -Post Session

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

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

  • Completed (line manager)

  • Area for improvement

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

  • By whom

  • By when

  • Completed (line manager)

  • Area for improvement

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

  • By whom

  • By when

  • Completed (line manager)

  • Observer's signature

  • Staff member's signature

  • Date

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