EYFS Observation and Formative Assessment Sheet A
Child’s name: Rose Age: 4
Adult Observer: Chloe Blake
Area of Provision: Mark-making Area
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)
- She begins by laying out paper independently on the mark-making table. One piece of paper and one pencil per chair.
- There are no others involved but she is saying “now write number 7, no that’s wrong, its backwards, try writing it like this”
- She then persists to write a number 7 herself “look, like this”
- Others begin to join at the mark-making table and ask her if they can play.
- She replies “Yes, but I am the teacher, I am Miss Fox” (the class teacher)
- She continues “Now children can you write all of your numbers 1-10 with no help, I’m not helping until it is wrong”
- The other children begin to write their numbers.
- She interrupts “Lets count on our fingers altogether, 1,2,3,4,5,6,7,8, what comes next?”
- The 3 other children shout nine, and she smiles, “well done, that makes me happy, so clever… Um… Would you all like a sticker” then whispers “only a
pretend one, we are only playing a game remember.
- Rips up pieces of paper and draws smiley face and gives to other 3 as ‘stickers’
- “Would someone else like to be Miss Fox now? I don’t really want too, I want to write my words for dancing”
- She leaves the mark-making table, gets a reading book and sits in the reading area independently, singing her song.
Aspects of the Prime and Specific Areas of Learning evidenced (including reference to Development Matters age/phase statements)
Personal, social and emotional development
Making relationships (30-50 months)
- Can play in a group, extending and elaborating play ideas, e.g. building role play with other children
- Keeps play going by responding to what others are saying or doing
Self-confidence and self awareness (30-50 months)
- Enjoys responsibility of carrying out small tasks
- Confident to talk to other children when playing, and will communicate freely about own home and community
Managing feelings and behaviour (30-50 months)
- Begins to accept the needs of others and can take turns and share resources, sometimes with support from others
- Can usually adapt behaviour to different events, social situations and changes in routine.
Communication and language
Listening and attention (30-50 months)
- Listens to others one on one or in small groups when conversation interests them
Speaking (30-50 months)
- Beginning to use more complex sentences
- Questions why things happen and gives explanation
- Uses talk in pretending that objects stand for something else in play
Numbers (30-50 months)
- Uses number names and number languages spontaneously.
- Uses number names accurately in play.
- Recites numbers in order to 10.
- Beginning to represent numbers using fingers, marks on paper or pictures
- Shows an interest in number problems
Expressive arts and design
Being imaginative (30-50 months)
- Engages in imaginative role-play based on own first-hand experiences
- Uses available resources to create props and support role-play.
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
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
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
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
She showed a clear interest of taking on the role of the teacher in her class and modelling lessons and activities that she had been part of previously. Based on
this the role-play area could have more resources linked with teaching so that she is able to get more involved. This may include a whiteboard that the children
can use with each other, workbooks, costumes and other items related to current topics. This will also add to learning.
Another PLOD, could be during phonics and maths lessons, could ask the children to get involved.
Phonics: begin normal lesson, finish with asking children to write and sound out CVC the ask children to give the others words to write on their small white
boards and allow them to use the smart board for theirs.
Similarly in maths, give them number equations and then allow children to give others equations and write theirs on the main smart board.