EYE 3 Direct Observations Student Check List

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Added to plan (tick)

Criteria and activity required Completed

EYE 1 Support numeracy and literacy development in children

4.1 Plan activities that support the development of children’s numeracy and literacy skills which demonstrate different support strategies to promote learning and development

4.2 Demonstrate that the child’s individual needs, interests and stage of development have been taken into consideration when planning the activities

4.3 Explain how each activity relates to other areas of learning and development (use the activity plan)

4.5 Deliver activities that support the development of children’s numeracy and literacy skills in line with the plans

4.6 Carry out an observed assessment of the activities to identify the level of achievement, interest and learning styles of one child

4.7 Explain how the outcome of the assessment will inform the next steps for the child’s development

EYE 10 Engage in personal development in an early years setting

2.1 Identify opportunities to reflect upon own practice

2.2 Demonstrate the ability to reflect on own practice

3.1 Evaluate own practice and knowledge and understanding against own job role

3.2 Demonstrate the use of feedback to evaluate own performance and inform practice

4.2 Demonstrate how to work with others to review and prioritise own learning needs in line with company priorities, professional interests and development opportunities

4.3 Demonstrate how to work with others to agree own personal development plan

Range (only some have to be covered)

1.a Support from colleagues

1.b Supervision

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1.c Appraisal

1.d Within the organisation

5.1 Evaluate how learning activities have affected practice

5.2 Demonstrate how reflective practice has led to improved ways of working

5.3 Record progress in relation to personal development

EYE 11 Context and principles for early years provision

2.1 Prepare an enabling environment explaining how the area supports and extends children’s learning and development

2.2 Evaluate how effective the environment has been in extending children’s learning and development

2.3 Explain the effects child engagement in the environment has on encouraging high expectations of their achievement

2.4 Explain how the environment meets the needs of individual children

3.4 Explain strategies to support parents and carers where it is difficult to overcome these barriers

EYE 12 Lead and manage a community based early years setting

2.1 Demonstrate leadership skills in own practice

Range (only some have to be covered)

1.a Effective communication

1.b Negotiation and empathy

1.c Consistency and fairness

1.d Leading change and modelling good practice

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1.e Effective conflict management

1.f Coaching and facilitation skills

3.1 Establish and maintain a relationship of partners with the parents of an early years setting

3.2 Exchange information with parents about the progress of their child’s learning and development

3.3 Involve parents in decisions about plans and activities to progress their child’s learning and development

EYE 13 Promote the well-being and resilience of children and young people

2.3 Demonstrate how to encourage children and young people to recognise and value their own abilities, talents and achievements

2.4 Demonstrate how to support children and young people to be involved in decisions and have as much control as possible over their lives

3.1 Demonstrate work with children or young people in a manner that is open, trustworthy, respectful and reliable

3.3 Support and encourage children and young people to respond positively to challenges and disappointments

3.4 Demonstrate ways to encourage and support children and young people to express their feelings, views and hopes

3.5 Support children and young people to reflect on the impact of their own actions and behaviour

4.1 Support children and young people to recognise, value and meet their health needs as appropriate to their age and level of understanding

4.2 Encourage children and young people to make positive choices about all of their health needs

4.3 Assess any risks or concerns to the health and well-being of children and young people and take appropriate action

EYE 2 Understand and promote child development

5.2 Support children in preparing for different types of transitions and significant events

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5.3 Manage the transitions in partnership with others

Range (only some have to be covered)

1.a Emotional, affected by personal experience, eg bereavement, entering/leaving care, birth of sibling, family breakdown

1.b Physical, eg moving to a new educational establishment, a new home/locality, from one activity to another, moving between settings and carers

1.c Physiological eg puberty, long-term medical conditions

2.a Children

2.b Parents/carers

2.c Key person, colleagues

2.d Other professionals

6.2 Demonstrate different strategies when working with children to encourage positive behaviour

Range (only some have to be covered)

1.a Least restrictive principle

1.b Reinforcing positive behaviour

1.c Modelling/positive culture

1.d Looking for reasons for inappropriate behaviour and adapting responses

1.e Individual behaviour planning

1.f Phased stages

1.g Planning interventions to reduce inappropriate behaviour

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1.h Deescalate and diversion

1.i Containment

1.j Following management plans

1.k Boundary setting and negotiation

1.l Supporting children and young people’s reflection on and management of own behaviour

1.m Anti-bullying strategies

1.n Time out (following up to date guidance)

1.o Use of physical intervention (following up to date guidance)

EYE 4 Promote the health and safety of children

1.1 Explain how current health and safety legislation, policies and procedures are implemented in your setting

1.2 Describe the factors to take into account when planning healthy and safe indoor and outdoor environments

1.3 Explain how health and safety is monitored and maintained in an early years setting

Range (only some have to be covered)

1.a The individual needs, age and abilities of the children

1.b Specific risks to individuals such as pregnancy, sensory impairments

1.c The needs of carers where relevant

1.d The function and purpose of environments

1.e The duty of care

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1.f Desired outcomes for the children

1.g Lines of responsibility and accountability

2.1 Demonstrate how to identify potential hazards to the health, safety and security of children, their families and other visitors and colleagues

2.2 Demonstrate ability to deal with hazards in the work setting or in off site visits

2.3 Carry out health and safety risk assessments for both activities and the environment illustrating how its implementation will reduce risk

2.4 Explain how health and safety risk assessments are monitored and reviewed

Range (only some have to be covered)

1.a Physical

1.b Security

1.c Fire

1.d Food safety

1.e Personal safety

4.1 Explain the policies and procedures of the setting or service in response to accidents, incidents, missing child, emergencies and illness

4.2 Produce accurate and legible reports in response to accidents, incidents, injuries, signs of illness and other emergencies

1.a Accidents may include those involving children, young people or adults

5.2 Explain own roles and responsibilities in relation to the prevention and control of infection, including the use of personal protective clothing

5.3 Demonstrate effective hygiene practices when

5.3 a Hand washing

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5.3 b Using personal protective equipment

5.3 c Disposing of waste

EYE 5 Partnership working with key person, colleagues and other professionals

3.1 Demonstrate how observations and assessments are used to identify children who require additional support

3.2 Use appropriate communication strategies suitable for the situation to ensure effective partnership working with key person, colleagues and other professionals

3.3 Contribute to the completion of reports to ensure that the needs of the child are met in line with local and national policies and legislation and settings guidelines

EYE 6 Be able to support organisational processes and procedures for recording, storing and sharing information

2.1 Demonstrate the handling of recording, storing and sharing information in line with company guidelines

Range (only some have to be covered)

1.a Medication requirement

1.b Special dietary needs

1.c Planning

1.d Observation and assessment

1.e Health, safety and security

1.f Accidents

1.g Daily registers

EYE 7 Promote the health and well-being of children

2.1 Support children to recognise, value and meet their health needs as appropriate to their age and level of understanding

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2.2 Encourage children to make positive choices about all of their health needs

2.3 Assess any risks or concerns to the health and well-being of children and take appropriate action

3.c Other professionals

3.1 Demonstrate how to support children’s physical care routines, showing respect to the child

3.2 Use personal care routines to promote children’s learning and development

3.3 Demonstrate how equipment and each area of the setting is kept clean and hygienic during personal care routines

3.4 Demonstrate and evaluate measures taken in the setting to prevent cross infection

Range (only some have to be covered)

1.a Care of skin, hair and teeth allowing for differences based on carers voice, ethnicity and culture

1.b Sun awareness

1.c Care of nappy area

1.d Dressing and undressing

1.e Toileting

1.f Supporting independence and self-care

1.g Encouraging and modelling good hygiene with children

1.h Engaging with the child during care routines to support learning and development within the responsibilities of your role within the setting

2.a Hand washing

2.b Food hygiene

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2.c Dealing with spillages safely

2.d Safe disposal of waste

2.e Using correct personal protective equipment

EYE 8 Promote learning and development in the early years

2.2 Observe and record a child’s development in the following areas:

2.2 a Physical

2.2 b Communication

2.2 c Intellectual/cognitive

2.2 d Social, emotional and behavioural

2.2 e Moral

2.3 Demonstrate the types of observation methods used and how these inform the planning for the individual child

Range (only some have to be covered)

1.a Confidentiality and when, for the safety of the child’s confidentiality must be breached

1.b Children’s wishes and feelings

1.c Ethnic, linguistic and cultural background

1.d Disability or specific requirements (additional needs)

1.e Reliability of information

1.f Avoiding bias

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2.a Different types of observations- Snapshot- Narrative- Visual

2.b Information from parent, carers, children other professionals and colleagues

4.2 Engage effectively with children and their parents and carers and others to discuss progress and the child’s next steps

Range (only some have to be covered)

2.b Key person

2.c Colleagues

2.c Other professionals

5.1 Implement activities which are challenging and playful to promote learning and development in the following areas; (ensure activity plan is completed)

5.1 a Communication and language

5.1 b Physical development

5.1 c Personal, social, emotional development

5.1 d Literacy

5.1 e Mathematics

5.1 f Understanding the world

5.1 g Expressive arts and design

5.2 Use a variety of strategies to engage with children through planned and purposeful play to promote children’s learning and development in regards to:

5.2 a Communication and language

5.2 b Physical development

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5.2 c Personal, social, emotional development

5.2 d Literacy

5.2 e Mathematics

5.2 f Understanding the world

5.2 g Expressive arts and design

5.3 Use effective language to develop and extend children’s learning and thinking

5.4 Engage with children through both adult lead and child initiated activity

Range (only some have to be covered)

1.a Mathematical language that enhances learning of mathematical concepts

1.b Open questions designed to promote and extend children’s:• Thinking and communication• Curiosity• Problem solving and investigation

1.c Modelling use of language that is accurate and grammatically correct

1.d Using language in ways that extend children’s vocabulary

2.a Effective organisation and management

2.b Sensitive intervention

2.c Following child’s interest and stage of development

2.d Supporting and facilitating

2.e Modelling

2.f Coaching

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2.g Sustained shared thinking

2.h Providing balance of child-initiated and adult-initiated play and activity

2.i Group learning and socialisation

2.a SEN / CAF

2.b Safeguarding

2.c During transitions

2.d Legislation

7.1 Reflect on practice in supporting the learning and development of children in their early years

7.2 Demonstrate how to use reflection to make changes in own practice to meet the needs of the individual child

1.a Self-reflection

1.c Meeting the child’s individual needs

EYE 9 Promote diversity, equality and inclusion within the early years sector

2.1 Show interaction with individuals that respects their beliefs, culture, values and preferences

2.2 Demonstrate actions that model inclusive practice

2.3 Demonstrate how to support others to promote equality and rights

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Added to plan (tick)

Criteria and activity required Completed

Knowledge Knowledge - these can be added more than once and make up part of the End Point assessment

K1.11 How to assess within the current early education curriculum framework using a range of assessment techniques such as practitioners observing children through their day to day interactions and observations shared by parents and/or carers

K1.19 How to prevent and control infection through ways such as handwashing, food hygiene practices and dealing with spillages safely

Skills Skills - these can be added more than once and make up part of the End Point assessment

S1.2 Promote equality of opportunity and anti-discriminatory practice

S1.3 Plan and lead activities, purposeful play opportunities and educational programmes which include the learning and development areas of current early education curriculum requirements

S1.4 Ensure plans fully reflect the stage of development, individual needs and circumstances of children and providing consistent care and responding quickly to the needs of the child

S1.5 Provide learning experiences, environments and opportunities appropriate to the age, stage and needs of individual and groups of children

S1.6 Encourage children’s participation, ensuring a balance between adult-led and child-initiated activities

S1.7 Engage in effective strategies to develop and extend children’s learning and thinking, including sustained shared thinking

S1.8a Support and promote children’s speechS1.8b LanguageS1.8c Communication development

S1.9 Support children’s group learning and socialisation

Knowledge, skills and behaviours to add to your planning sheet

Now you have added your criteria in the column marked KSB’s please add the knowledge, skills and behaviours that match the activity/event your assessor will be observing. These can be added in as many times as required through the three observations. Remember to record as K1.1 or S1.2 for example so you and your assessor can clearly see if it is a knowledge, skill or behaviour

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S1.10 Model and promote positive behaviours expected of children such as turn taking and keep reactions and emotions proportionate

S1.11 Support children to manage their own behaviour in relation to others

S1.12 Plan and provide activities to meet additional needs, working in partnership with parents and/or carers and other professionals, where appropriate

S1.13 Carry out and record observational assessment accurately

S1.14 Identify the needs, interests and stages of development of individual children

S1.15 Make use of formative and summative assessment, tracking children’s progress to plan next steps and shape learning opportunities

S1.16a Discuss children’s progress and plan next stages in their learning with the key person

S1.16b Colleagues

S1.16c Parents and/or carers

S1.17 Communicate effectively in English in writing and verbally. For example, in the recording of administration of medicine, completing children’s observational assessments and communicating with parents and other professionals

S1.18 Engage in continuing professional development and reflective practice to improve own skills, practice, and subject knowledge (for example, in English, mathematics, music, history, or modern foreign languages)

S1.19 Plan and carry out physical care routines suitable to the age, stage and needs of the child

S1.20 Promote healthy lifestyles for example by encouraging babies and young children to consume healthy and balanced meals, snacks and drinks appropriate for their age and be physically active through planned and spontaneous activity through the day

S1.21 Undertake tasks to ensure the prevention and control of infection for example hand washing, food preparation and hygiene, dealing with spillages safely, safe disposal of waste and using correct personal protective equipment

S1.22 Carry out risk assessment and risk management in line with policies and procedures

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S1.23 Maintain accurate and coherent records and reports and share information, only when appropriate, to ensure the needs of all children are met, such as emotional, physical, psychological and cultural

S1.24a Identify and act upon own responsibilities in relation to health and safety

S1.24b Security

S1.24c Confidentiality of information

S1.24d Safeguarding

S1.24e Promoting the welfare of children

S1.25 Work co-operatively with colleagues and other professionals to meet the needs of babies and children and enable them to progress

S1.26 Work in partnership with parents and/or carers to help them recognise and value the significant contributions they make to the child’s health

S1.27 a Encourage parents and/or carers to take an active role in the child’s play

S1.27 b Learning

S1.27 c Development

Behaviours Behaviours - these can be added more than once and make up part of the End Point assessment

B1.1 Provide the very best childcare to every child every day combined with the ability to professionally challenge poor practice

B2.1 Work effectively with colleagues and other professionals and support the learning and development of others through mentoring and sharing of professional expertise and experience

B3.1 Develop trust by working in a confidential, ethical and empathetic manner with a common sense and professional attitude

B4.1 To improving the outcomes for children through inspiration and child centred care and education

B5.1 By being aware of differences

B5.2 Ensuring all children have equal access to opportunities to learn, develop and reach their potential

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Updated: 06/11/2020