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1. EYFS Observation and Formative Assessment Sheet A
Child’s name: Rose Age: 4
Adult Observer: Chloe Blake
Area of Provision: Maths Area
Date:
24.11.15
Time/Duration:
10-15 minutes
Child Initiated / Adult-Initiated (circle appropriate)
Independent / with peer / in group / with adult support (circle appropriate)
Observation record (of what the child does and says - include information about the context)
- “Miss Blake come over and look at what I have made, its with the coloured cubes, lots of different colours”
- Me: “Wow, look at all of those colours”
- She continues to add number cubes to her tower “I just like making it bigger and taller, but it might break so have to be really careful”
- “I have used 4 different colours… um… and have 2 different patterns on my big tower. Look, it goes orange, purple, orange, purple, orange, purple in
the top bit, then red then yellow until the bottom on the table”
- Me: “you have used lots of cubes haven’t you”
- “I can count to 20 now too, so look I will count them, but don’t worry about the colours”
- She counts the blocks confidently to 14 then becomes slightly confused, so continues to add to her repetitive colour patterns , telling me “it might break
so mind your fingers”
- I then leave the situation to help another child, when I walk past she is drawing the tower, colouring the blocks the same colour as they appear in the
tower and writing numbers next to each one, all independently.

2. Aspects of the Prime and Specific Areas of Learning evidenced (including reference to Development Matters age/phase statements)
Personal, social and emotional development
Self confidence and self awareness (30-50 months)
- Can select and use activities and resources with help
- Welcomes and values praise for what they have done
- Enjoys responsibility for carrying out small tasks
- Shows confidence in asking adults for help
Communication and language
Listening and attention (30-50 months)
- Focusing attention – still listen and do, but an shift own attention
Understanding (30-50 months)
- Understands use of objects
- Shows understanding of prepositions such as ‘top’ and ‘bottom’ by carrying out action
- Beginning to understand ‘why’ and ‘how’ questions
Speaking (30-50 months)
- Beginning to use more complex sentences to link thoughts (using and, because)
- Uses talk to connect ideas, explain what is happening and anticipate what might happen next, recall and relive past experiences
- Questions why things happens, and gives explanation
Physical Development
Moving and handling (30-50 months)
- Draws lines and circles using gross motor movements
- Holds pencil between thumb and two fingers, no longer using whole hand grasp
- Holds pencil near the point between first two fingers and thumb and uses it with good control
Mathematics
Numbers (30-50 months)
- Uses some number names and number language spontaneously
- Recites numbers in order to 10
- Knows that numbers identify how many objects are in a set
- Beginning to represent numbers using fingers, marks on paper or pictures
- Sometimes matches numeral and quantity correctly
- Shows an interest in number problems
- Shows an interest in representing numbers
Shape, space and measure (30-50 months)
- Shows interest in shape an space by playing with shapes or making arrangements with objects
- Shows interest in shape by sustained construction activity or by talking about shapes or arrangements
- Beginning to talk about the shapes of everyday objects e.g ‘tall’
Expressive arts and design
Exploring and using media and materials
- Uses various construction materials
- Beginning to construct, stacking blocks vertically and horizontally
- Joins construction pieces together to build and balance

3. Involvement and Well being
Leuven Scores: Extremely Low Low Moderate High Extremely High
Well-being 1 2 3 4 5
Involvement 1 2 3 4 5
Characteristics of Effective Learning
Creating and Thinking Critically – Thinking
Having their own ideas covers the critical area of
creativity - generating new ideas and
approaches in all areas of endeavour. Being inventive
allows children to find new problems as they seek
challenge, and to explore ways of solving these.
Using what they already know to learn new things
refers to the way in which children develop and link
concepts, find meaning in sequence, cause and effect
and in the intentions of others through both narrative
and scientific modes of thought.
Choosing ways to do things and finding new ways
involves approaching goal-directed
activity in organised ways making choices and
decisions about how to approach tasks,
planning and monitoring what to do and being able to
change strategies.
Active Learning – Motivation
Being involved and concentrating
describes the intensity of attention that
arises from children concentrating on
following a line of interest in their activities.
Keeping on trying refers to the importance
of persistence even in the face of challenge
or difficulties an element of purposeful
control which supports resilience.
Enjoying achieving what they set out to
do refers to the reward of meeting one’s
own goals, building on the intrinsic
motivation which supports long-term
success, rather than relying on the approval
of others.
Playing and exploring – engagement
Finding out and exploring is concerned with the child’s
open-ended hands-on experiences which result from
innate curiosity and provide raw sensory material from
which the child builds concepts, tests ideas and finds
out.
Using what they know in their play describes how
children use play to bring together their current
understandings, combining, refining and exploring their
ideas in imaginative ways. Representing experiences
through imaginative play supports the development of
narrative thought, the ability to see from other
perspectives, and symbolic thinking.
Being willing to have a go refers to the child finding an
interest, initiating activities, seeking challenge, having a
‘can do’ orientation, being willing to take a risk in new
experiences, and developing the view of failures as
opportunities to learn.
Possible lines of development (PLOD): What have you learnt about the child’s interests, needs and abilities that will inform the next steps of your
planning?
The child shows a clear understanding and interest to a previous topic and line of learning from patterns, showing off her skills, looking for praise and
recognition. The knowledge and enjoyment of using patterns throughout other topics of learning (maths) could lead onto a continuation of pattern knowledge
and learning through the enhancement of a current provision.
For example, the painting table could have some potatoes with shapes cut out and an array of colours to create their own repetitive pattern. This would also link
in with learning different 2D shapes.