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
Please note that this checklist is a hypothetical example and provides basic information only. It is not intended to take the place of, among other things, workplace, health and safety advice; medical advice, diagnosis, or treatment; or other applicable laws. You should also seek your own professional advice to determine if the use of such checklist is permissible in your workplace or jurisdiction.