EYFS Practitioners and Teaching Assistant Frameworks

Lesson Observation - Lessons Learned header

As Ofsted continue to put even greater focus on how leaders develop the quality of teaching and learning, schools are increasingly becoming more sophisticated in their observation processes. These additions to our Practical Handbook for Improving Teaching and Learning will help schools to be sure about the validity of their judgements and to provide secure evidence in these areas.

Observing and making judgements on teaching in The Early Years Foundation Stage

Our Early Years Foundation Stage Framework recognises the different rationale of effectively teaching young children whilst ensuring that generic qualities of effective teaching and their effect upon children’s progress remain paramount.

It takes into account that learning can be both adult directed or child initiated and contains descriptors to help in making judgments and in identifying what development actions would bring about improvements in teachers’ practice.

This 28-page document contains a set of comprehensive descriptors split into six aspects as well as detailed advice on how to use the framework and additional proformas and checklists.

Observing and making judgements on Teaching/Classroom Assistants

Teaching Assistants are an invaluable resource within schools and are judged by Ofsted against the impact they have upon learning. They need many of the same skills and competences as teachers but their role in developing learning is also specific.

Our Teaching Assistant Observation Framework recognises the role of the teaching assistant within a teaching session and contains appropriate descriptors to help make judgements about effectiveness and identify development points.

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EYFS Practitioner Framework
Teaching Assistant Framework

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