{"id":496,"date":"2021-10-06T16:51:12","date_gmt":"2021-10-06T15:51:12","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/?page_id=120"},"modified":"2026-07-02T16:27:50","modified_gmt":"2026-07-02T15:27:50","slug":"observations","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/observations\/","title":{"rendered":"Observations"},"content":{"rendered":"<section id=\"builder-section-text_11\" class=\"builder-section-first builder-section builder-section-text builder-section-next-text builder-section-full-width builder-text-columns-2 layout-9\" style=\"background-size: cover; background-repeat: no-repeat;background-position: center center;\">\n<div class=\"builder-section-content\">\n<div class=\"builder-text-row\">\n<div class=\"builder-text-column builder-text-column-1\" id=\"builder-section-text_11-column-1\">\n<div class=\"builder-text-content\">\n<p><a href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/umbrella-page-test-planning-tracking-assessment-2\/\"><img decoding=\"async\" class=\"wp-image-17257 aligncenter\" src=\"https:\/\/blogs.glowscotland.org.uk\/sb\/public\/earlylevelportal\/uploads\/sites\/3720\/2025\/11\/24142202\/Planning-assessment-icon--300x300.png\" alt=\"\" width=\"50\" height=\"50\" srcset=\"https:\/\/blogs.glowscotland.org.uk\/sb\/public\/earlylevelportal\/uploads\/sites\/3720\/2025\/11\/24142202\/Planning-assessment-icon--300x300.png 300w, https:\/\/blogs.glowscotland.org.uk\/sb\/public\/earlylevelportal\/uploads\/sites\/3720\/2025\/11\/24142202\/Planning-assessment-icon-.png 756w\" sizes=\"(max-width: 50px) 100vw, 50px\" \/><\/a><\/p>\n<h1 style=\"text-align: center;\">Observations<\/h1>\n<p style=\"text-align: center;\"><span style=\"color: #ff6600;\"><a style=\"color: #ff6600;\" href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/observations-resources-and-collated-guidance-pages\/\"><strong>Resources<\/strong><\/a> <span class=\"ttfmake-icon mceNonEditable fas\">\uf0ad<\/span><\/span><\/p>\n<h3>What are these?<\/h3>\n<p>&#8220;<cite>A young child&#8217;s voice is interpreted by our observations of their actions, emotions and words.\u00a0 These observations are central to assessment and inform us what children need<\/cite>.&#8221;<\/p>\n<p>(<a href=\"https:\/\/education.gov.scot\/media\/3bjpr3wa\/realisingtheambition.pdf\" target=\"_blank\" rel=\"noopener\">Realising the Ambition<\/a>, Education Scotland, 2020, p. 46)<\/p>\n<p>Practitioners must know each child as an individual to be <a href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/responsive-planning\/\" rel=\"noopener\">responsive<\/a> to their needs and interests.\u00a0 Using this knowledge of the child to understand how they learn and their <a href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/learning-dispositions-learning-powers\/\" rel=\"noopener\">learning dispositions<\/a> will provide them with a unique and meaningful curriculum experience.<\/p>\n<p><cite>&#8220;Observation is the foundation of education in early years.\u00a0 It is through recording and reflecting on children&#8217;s activities and interests that we can gather the information necessary for the construction of an appropriate curriculum for them.\u00a0 Observation is also the way in which we can gather the material from which to make an informed professional judgement about children&#8217;s progress, and about how to help them best.&#8221;<\/cite><\/p>\n<p>(Planning for Early Learning, Hurst, 1991, p. 80)<\/p>\n<\/p><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-2\" id=\"builder-section-text_11-column-2\">\n<div class=\"builder-text-content\">\n<div class=\"jetpack-video-wrapper\">\n<div class=\"ttfmake-embed-wrapper aligncenter\" style=\"max-width: 960px;\"><iframe loading=\"lazy\" title=\"Split Screen to support observations and research in early years\" width=\"960\" height=\"540\" src=\"https:\/\/www.youtube.com\/embed\/rMbF1Bzij0o?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/div>\n<\/div>\n<p style=\"text-align: right;\"><a href=\"https:\/\/www.youtube.com\/playlist?list=PL81E7n3TgROMjNI0UcoSxZ9I0aUZ6hsSC\" target=\"_blank\" rel=\"noopener\"><strong>Use Split-screen on iPad when taking observations<\/strong><\/a><\/p>\n<div class=\"jetpack-video-wrapper\">\n<div class=\"ttfmake-embed-wrapper aligncenter\" style=\"max-width: 960px;\"><iframe loading=\"lazy\" title=\"Notes for observation templates using Showbie\" width=\"960\" height=\"540\" src=\"https:\/\/www.youtube.com\/embed\/KYM6dlvzAqc?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/div>\n<\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/section>\n<section id=\"builder-section-text_30\" class=\"builder-section-prev-text builder-section builder-section-text builder-section-last builder-section-full-width builder-text-columns-1\" style=\"background-size: cover; background-repeat: no-repeat;background-position: center center;\">\n<div class=\"builder-section-content\">\n<div class=\"builder-text-row\">\n<div class=\"builder-text-column builder-text-column-1\" id=\"builder-section-text_30-column-1\">\n<div class=\"builder-text-content\">\n<h3>Key messages:<\/h3>\n<ul>\n<li>Observations should be <strong>significant to that child. <\/strong><\/li>\n<li>Collectively, observations should <strong>show progress<\/strong> in learning and development over time.<a href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/public\/earlylevelportal\/uploads\/sites\/3720\/2026\/07\/02160521\/Observations-key-features-WALL.jpg\" target=\"_blank\" rel=\"noopener\"><img decoding=\"async\" class=\"alignright wp-image-21689\" src=\"https:\/\/blogs.glowscotland.org.uk\/sb\/public\/earlylevelportal\/uploads\/sites\/3720\/2026\/07\/02160521\/Observations-key-features-WALL-300x169.jpg\" alt=\"\" width=\"700\" height=\"394\" srcset=\"https:\/\/blogs.glowscotland.org.uk\/sb\/public\/earlylevelportal\/uploads\/sites\/3720\/2026\/07\/02160521\/Observations-key-features-WALL-300x169.jpg 300w, https:\/\/blogs.glowscotland.org.uk\/sb\/public\/earlylevelportal\/uploads\/sites\/3720\/2026\/07\/02160521\/Observations-key-features-WALL-1024x576.jpg 1024w, https:\/\/blogs.glowscotland.org.uk\/sb\/public\/earlylevelportal\/uploads\/sites\/3720\/2026\/07\/02160521\/Observations-key-features-WALL-768x432.jpg 768w, https:\/\/blogs.glowscotland.org.uk\/sb\/public\/earlylevelportal\/uploads\/sites\/3720\/2026\/07\/02160521\/Observations-key-features-WALL.jpg 1260w\" sizes=\"(max-width: 700px) 100vw, 700px\" \/><\/a><\/li>\n<li>Observations are <strong>taken in various contexts<\/strong>, including during independent\u00a0<a href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/play\/\"><strong>play<\/strong><\/a>, everyday routines, personal care routines, and when engaged in play with others.\u00a0<\/li>\n<li>Observe for a range of <strong>different purposes <\/strong>to build a holistic picture of the child<strong>, <\/strong>such as to capture:\n<ul>\n<li>Children\u2019s <strong>interests<\/strong><\/li>\n<li>Children\u2019s <strong>achievements<\/strong><\/li>\n<li>Individual <strong>learning styles<\/strong><\/li>\n<li><strong>Patterns of play <\/strong>(who they play with most, where &amp; how they play)<\/li>\n<li><strong>Stages of development, play<\/strong> &amp; <strong>learning<\/strong><\/li>\n<li>Individual children\u2019s <strong>skills<\/strong> &amp; <strong>needs<\/strong><\/li>\n<li><strong>Strengths &amp; Gaps<\/strong> in experiences or learning<\/li>\n<\/ul>\n<\/li>\n<li><strong>Observations should be a mix of shorter and longer observations<\/strong> (see wall visual). All observations:<\/li>\n<\/ul>\n<p style=\"padding-left: 40px;\">Must&#8230;<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li>be dated &amp; written <strong>clearly, unbiased, and non-judgmentally<\/strong> (like writing a script for a play that can be re-enacted).<\/li>\n<li>state the <strong>context \/set the scene<\/strong>.<\/li>\n<li>describe the <strong>skills, knowledge or understanding<\/strong> that the child has demonstrated (not an account of what happened).<\/li>\n<li>include the <strong>child\u2019s voice<\/strong> in some way (Explicitly, Implicitly or Reflecting on learning)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p style=\"padding-left: 40px; text-align: left;\">Can&#8230;..\u00a0<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li>Include a description of the <strong>practitioner\u2019s role<\/strong>\/voice in supporting and extending learning.<\/li>\n<li>Detail the <strong>level of the child\u2019s engagement\/effort<\/strong><\/li>\n<li>Include a <strong>Next step\/target<\/strong> (a target for the child) or a PLOD (Possible Line of Development \u2013 that the adult provides for)<\/li>\n<li>Include <strong>links to the curriculum<\/strong> to support continuity &amp; progression across the setting<\/li>\n<li>Include a <strong>Wellbeing Indicator<\/strong>, but only if relevant<\/li>\n<li>Include a way that the parent could continue\/<strong>extend this learning at home<\/strong> through daily interactions\/experiences.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li>Professional discussion of observations &amp; information gathered must <strong>inform planning<\/strong> which supports and challenges all children. Use observations to identify any<strong> additional supports required<\/strong>.<\/li>\n<\/ul>\n<p>Settings should work collaboratively with children, families and partners to\u2026.<\/p>\n<ul>\n<li>Gather parental knowledge of the child &amp; their <strong>prior learning &amp; needs <\/strong>before coming into the setting. Continue gathering this information throughout their time in ELC.<strong> \u00a0<\/strong><\/li>\n<li>Develop a <strong>shared understanding of progress<\/strong>, successes and achievements using the language of learning &amp; skill development for consistency &amp; continuity.<\/li>\n<li>Regularly <strong>reflect on learning together<\/strong>.<\/li>\n<\/ul>\n<ul>\n<li>Develop &amp; review <strong>next step\/targets<\/strong> <strong>in learning\/learning targets<\/strong> using assessment information from trackers, individual and group observations to support.<\/li>\n<\/ul>\n<h3>\u00a0<\/h3>\n<h3>Ways we Can do this<\/h3>\n<p>Ensure each observation is meaningful and specific to the child. Consider whether it captures something new, surprising, or noteworthy, such as a previously unseen skill, a gap in learning, increased engagement, or a particular achievement. Consult colleagues if you are unsure whether the learning has been observed before. Reflect on what the child gained from the experience, as this will help identify appropriate next steps\/targets, or PLODs to support and extend learning.<\/p>\n<p>Remember that a shared experience may be significant for different children in different ways. Individual observations should be recorded in learning journals, while group learning can be documented in floorbooks or group learning pages.<\/p>\n<p>Celebrate and record children&#8217;s achievements both within and beyond the setting, highlighting the skills developed through these experiences. Achievements can be recognised through approaches such as wow walls, carpet time discussions, Proud Clouds, SHANARRI medals, and sharing successes with families.<\/p>\n<p>Observations may vary in length and format. Use the Brick Wall guidance to support observation content and always include the essential green bricks.<\/p>\n<p>Evidence can be gathered through observation notes, transcripts, photographs, samples of children&#8217;s work, and records of achievements. Documentation may be paper-based or digital, using tools such as Showbie, Book Creator, Keynote, PowerPoint, or Notes.<\/p>\n<p>Observations should provide sufficient factual detail about what was seen and heard to inform future learning and planning. They should clearly communicate what the child gained from the experience, enabling practitioners and families to understand the learning that took place.<\/p>\n<p><strong>Adult Role<\/strong><\/p>\n<p>Where appropriate, describe the practitioner\u2019s contribution to learning, for example through modelling, encouraging, explaining, narrating, describing, or challenging. Record the level of support provided, such as significant, substantial, some, little, or minimal support.<\/p>\n<p>Useful phrases to describe progress include:<\/p>\n<ul>\n<li>Completed confidently<\/li>\n<li>Independently<\/li>\n<li>Completed with ease<\/li>\n<li>With support<\/li>\n<li>With minimal support<\/li>\n<li>Is beginning to&#8230;<\/li>\n<\/ul>\n<p><strong>Observations Inform Planning<\/strong><\/p>\n<p>Observations should directly inform planning. Ensure next steps\/targets, and PLODs are translated into meaningful experiences and interactions within the playroom. Use responsive planning to make sure all practitioners are aware of individual learning priorities.<\/p>\n<p>Consider ways to deepen learning through consolidation, revisiting concepts in different contexts, widening experiences, and building on existing interests. Where several children share a common target, this can form part of intentional planning across indoor and outdoor environments.<\/p>\n<p>Identify any additional supports required and consider whether these should be included in a Care Plan Plus. Work collaboratively with families to share successful strategies used at home and within the setting.<\/p>\n<p>Observations should remain child-centred, reflecting the whole child, including social and emotional development alongside progress across the curriculum.<\/p>\n<p><strong>Partnerships with Families<\/strong><\/p>\n<p>Use tools such as All About Me forms, home visits, and settling-in sessions to develop an understanding of each child&#8217;s strengths, interests, and needs.<\/p>\n<p>Meet with families regularly, alongside informal discussions, to review progress and agree next steps\/targets. Involve children in these conversations where appropriate. If using online learning platforms such as Showbie, ensure families are connected and encouraged to share achievements and learning from home.<\/p>\n<p><strong>Monitoring Next Steps\/Targets<\/strong><\/p>\n<p>You rack progress towards individual next steps \/ targets through an overview system that records initial observations, follow-up evidence, and achievement of targets.<\/p>\n<p>Consider introducing child-led targets by asking questions such as:<\/p>\n<ul>\n<li>What would you like to get better at?<\/li>\n<li>What would you like to learn next?<\/li>\n<\/ul>\n<p>Supporting children to understand and monitor their own goals can help build ownership of their learning.<\/p>\n<p>Next steps\/targets should align with curricular pathways, developmental milestones, trackers, and relevant \u201c<em>I can\u201d<\/em> statements. Practitioners should be familiar with progression frameworks to ensure targets are developmentally appropriate and support continued progress.<\/p>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/section>\n","protected":false},"excerpt":{"rendered":"<p>Observations Resources \uf0ad What are these? &#8220;A young child&#8217;s voice is interpreted by our observations of their actions, emotions and words.\u00a0 These observations are central to assessment and inform us what children need.&#8221; (Realising the Ambition, Education Scotland, 2020, p. 46) Practitioners must know each child as an individual to be responsive to their needs &hellip;<\/p>\n","protected":false},"author":7767,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"template-builder.php","meta":{"footnotes":""},"class_list":["post-496","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/pages\/496","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/users\/7767"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/comments?post=496"}],"version-history":[{"count":129,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/pages\/496\/revisions"}],"predecessor-version":[{"id":21697,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/pages\/496\/revisions\/21697"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/media?parent=496"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}