Learning Stories
Learning Stories AI Writing Assistant

What to observe (notice what matters)

  • Significant moments that show learning behaviours, skills in use, and dispositions.
  • Breadth across Prime and Specific areas; include context, interactions, and language.
  • Child and family voice where possible (verbatim quotes are powerful evidence).

Observation prompts (quick starters)

  • What did the child choose? Persist with? Return to?
  • How did the child communicate ideas, negotiate, reason, or problem-solve?
  • What provision/resources supported the learning? What could we add/change?

Types of observations (choose the right format)

  • Narrative (learning story)
  • Snapshot (WOW moment)
  • Time sample / event sample
  • Photo/video with brief analysis

See also: Observation Types in EYFS

Writing next steps (from noticing to doing)

  • Specific: one observable behaviour or routine.
  • Achievable: possible within your provision this week.
  • Linked: map to ELGs/Areas; note enabling environment/resources.
  • Shared: communicate with families; invite home links.

Template prompt

> Because I saw [behaviour/skill] during [context], we will offer [provision/opportunity] so that [child] can [next step]. We’ll review on [date].

Example next steps (by area)

  • CL: Add story props and plan daily small-group retell to extend vocabulary.
  • PSED: Introduce a turn-taking game with visual cue; model “my turn/your turn”.
  • PD: Offer vertical mark-making; rotate tweezers and playdough tools to build strength.
  • Lit: Provide name card and post-office role play; celebrate purposeful writing.
  • Maths: Add dice/subitising games and matching trays for composition of number.
  • UW/EAD: Set up water-table “materials test” and invite predictions/drawings.

Worked examples (evidence → analysis → next step)

Example 1 (CL/PSED):

  • Evidence: “In role play, M said ‘You can be the vet, I’ll be the owner’, listened to a peer, and negotiated the next turn.”
  • Analysis: Developing speaking and collaboration; confident turn‑taking language.
  • Next step: Add picture cue cards for roles and a sand timer for turns; plan a small‑group retell of ‘Vets’ with props.

Example 2 (Maths):

  • Evidence: “A named ‘three’ on a dice instantly; arranged three counters in different shapes.”
  • Analysis: Secure subitising to 3; exploring composition.
  • Next step: Add dot‑card composition games 1–5; quick daily 3‑minute game.

Templates and checklists

Observation quality checklist

  • Objective description first, then concise analysis.
  • One–two relevant Areas/ELGs tagged; avoid over-tagging.
  • Child/family voice captured; next review date noted.

Connect to assessment

Tools

See also: Learning Journal & Journey

What to observe (notice what matters)

  • Significant moments that show learning behaviours, skills in use, and dispositions.
  • Breadth across Prime and Specific areas; include context, interactions, and language.
  • Child and family voice where possible (verbatim quotes are powerful evidence).

Observation prompts (quick starters)

  • What did the child choose? Persist with? Return to?
  • How did the child communicate ideas, negotiate, reason, or problem-solve?
  • What provision/resources supported the learning? What could we add/change?

Types of observations (choose the right format)

  • Narrative (learning story)
  • Snapshot (WOW moment)
  • Time sample / event sample
  • Photo/video with brief analysis

See also: Observation Types in EYFS

Writing next steps (from noticing to doing)

  • Specific: one observable behaviour or routine.
  • Achievable: possible within your provision this week.
  • Linked: map to ELGs/Areas; note enabling environment/resources.
  • Shared: communicate with families; invite home links.

Template prompt

> Because I saw [behaviour/skill] during [context], we will offer [provision/opportunity] so that [child] can [next step]. We’ll review on [date].

Example next steps (by area)

  • CL: Add story props and plan daily small-group retell to extend vocabulary.
  • PSED: Introduce a turn-taking game with visual cue; model “my turn/your turn”.
  • PD: Offer vertical mark-making; rotate tweezers and playdough tools to build strength.
  • Lit: Provide name card and post-office role play; celebrate purposeful writing.
  • Maths: Add dice/subitising games and matching trays for composition of number.
  • UW/EAD: Set up water-table “materials test” and invite predictions/drawings.

Worked examples (evidence → analysis → next step)

Example 1 (CL/PSED):

  • Evidence: “In role play, M said ‘You can be the vet, I’ll be the owner’, listened to a peer, and negotiated the next turn.”
  • Analysis: Developing speaking and collaboration; confident turn‑taking language.
  • Next step: Add picture cue cards for roles and a sand timer for turns; plan a small‑group retell of ‘Vets’ with props.

Example 2 (Maths):

  • Evidence: “A named ‘three’ on a dice instantly; arranged three counters in different shapes.”
  • Analysis: Secure subitising to 3; exploring composition.
  • Next step: Add dot‑card composition games 1–5; quick daily 3‑minute game.

Templates and checklists

Observation quality checklist

  • Objective description first, then concise analysis.
  • One–two relevant Areas/ELGs tagged; avoid over-tagging.
  • Child/family voice captured; next review date noted.

Connect to assessment

Tools

See also: Learning Journal & Journey