Information

Leaning Observation Report

  • Staff member

  • Select date

  • Observer

  • Length of observation

  • Location

  • PTL Code

  • PC Code

  • Course Level

  • No. of students receiving ALS

  • Record individual student needs and reason for support

  • Overall Grade

Grading Criteria - Professional Approach

Professional Approach

Personal presentation

  • 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 equiped for the session

  • Grade 4

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

Health & Safety

  • 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 students 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

  • 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

  • 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

  • Grade 1

  • Where appropriate liaison has taken place with the teacher and/or other staff to enhance understanding of support requirements. Effective use of transition information to help inform students support requirements.

  • Grade 2

  • Where appropriate liaison has taken place with the teacher and/or other staff to enhance understanding of support requirements. An awareness of the transition information.

  • Grade 3

  • Where appropriate liaison has taken place with the teacher and/or other staff to enhance understanding of support requirements and/or you show An awareness of the transition information.

  • Grade 4

  • Where appropriate liaison has not taken place with the teacher and/or other staff to enhance understanding of support requirements. No awareness of the transition information.

Preparation for resources/equipment

  • Grade 1

  • When appropriate you have prepared high quality appropriate resources to enhance learning. When appropriate equipment (AT) has been identified, prepared & set up appropriate equipment (AT) to meet the needs of the supported students throughout session.

  • Grade 2

  • When appropriate you have prepared high quality appropriate resources to enhance learning. When appropriate, equipment (AT) has been identified, prepared & set up appropriate equipment (AT) to meet the needs of the supported students for parts of the session.

  • Grade 3

  • Made few adaptions in relations to resources & equipment but quality does not enhance the learning

  • Grade 4

  • No evidence of adaptions to resources & equipment to enhance the learning

Preparing students to learn

  • 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

  • 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

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

Targets and reviews

  • Grade 1

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

  • Grade 2

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

  • Grade 4

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

Grading Criteria - Support During Session

Support During Session

Management of support session

  • Grade 1

  • The purpose of support is clearly conveyed to the student. You and the student are very clear and focused about the outcomes of the session and which results in exceptional progress being made.

  • Grade 2

  • The purpose of support is clearly conveyed to the student. You and the student are clear and focused about the outcomes of the session and which results in good progress being made.

  • Grade 3

  • The purpose of support is not conveyed to the student. You and the student are not focused about the outcomes of the session which results in little/no progress being made.

  • Grade 4

  • There is no clear purpose for the support and no focus on outcomes which results in no progress being made

Relationship with named students & rest of group

  • Grade 1

  • Excellent relationship with student/s which is open, honest and based on mutual trust and respect

  • Grade 2

  • Developed good relationship with student/s

  • Grade 3

  • Developed some/little relationship with student/s

  • Grade 4

  • Developed no relationship with student/s

Knowledge of learneers (named & group) & of support

  • Grade 1

  • Thorough knowledge of student/s

  • Grade 2

  • Good knowledge of student/s

  • Grade 3

  • Someknowledge of student/s

  • Grade 4

  • Little or no knowledge of student's

Behaviour Management

  • Grade 1

  • Understand student's behaviour profile and use strategies to effectively resolve all situations calmly, quickly and safely.

  • Grade 2

  • Effectively respond and manage behaviour observed

  • Grade 3

  • Response to behaviour is reactive rather than proactive.

  • Grade 4

  • Inappropriate response to behaviour (could include no response at all).

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

  • 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

  • Grade 1

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

  • Grade 2

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

  • Grade 3

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

  • Grade 4

  • Personal care is not anticipated but is offered in a discrete & sensitive manner

Motivational strategies & active promotion of learning

  • 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.

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

Learner involvement & differentiation

  • Grade 1

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

  • Grade 2

  • Encourage student's participation at most stags of the session & significantly contribute to differentiation & adapt pace according to the student's need.

  • Grade 3

  • Limited encouragement to student's participation in the session & limited adaption to pace of session to meet the needs of the student.

  • Grade 4

  • No encouragement of student's participation in the session & no contribution to differentiation & pace of session.

Opportunity to develop functional skills

  • 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

  • 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/non communication skills are ineffective or inappropriate e.g. Eye contact, voice speech, manner, attitude, body movements etc. student is bored & showing it.

Promote Independence

  • Grade 1

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

  • Grade 2

  • Good use of opportunities to promote further independence during session

  • Grade 3

  • Some use of opportunities to promote further independence during session

  • Grade 4

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

Assessment of learning

  • Grade 1

  • Effective range of techniques e.g. open questions, discussions, observations used to check & consolidate learning throughout session. Excellent use of constructive feedback to progress learning. Clear link is made to next session.

  • Grade 2

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

  • 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

  • Grade 1

  • Outstanding awareness of the environment & appropriate actions

  • Grade 2

  • Good awareness of the environment & take appropriate actions.

  • Grade 3

  • Some awareness of the environment & take appropriate actions

  • Grade 4

  • No awareness of the environment & do not take appropriate actions

Assistive technology is in place & effectively used where applicable

  • Grade 1

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

  • Grade 2

  • Some appropriate use of AT which is effectively used during 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

Follow up as required

  • 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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