Hello there, I just wondered if any of you had any ideas on how to broach a subject with the TA I work with? It's to do with observations/ post its etc and what needs recording in the Learning Journeys (I do know that there's arguments for and against the use of LJs, and have as much issue with clipboard culture as anyone else - but the fact is that we are required to keep LJs by SMT, I *do* see a value in them for my teaching, and we have moderation looming, so I'm trying to make sure they are being used in a purposeful way that can actually show progress and help to identify next steps). Anyway, I'm just finding that any observations/ post its I get from my TA is really inappropriate or unhelpful, and nine times out of ten I can't use them. They will say things like "M is a really shy child" or "I doesn't understand the difference between letters and numbers" - both of which may be true but they're not actually telling me what the child did/ did not do to come to that conclusion. Or one I've come across just now whilst updating LJs "R would make a good ballet dancer!". They're all subjective rather than objective if you see what I mean? I appreciate it's a training issue, and I did suggest a course for her which she attended. I've shown her what I write and how I use the observations, and explained that we need evidence for things, and that what is needed is to write down what the child actually does/ says and not necessarily to make a judgement on it. Also that we should be recording new things/ wow moments, rather than things we already know about the child. I tried to do it tactfully in a 'oh by the way, I was talking to L (our manager) about observations, and how I sometimes find them difficult, and she said that what we should be doing is ....." , and then I tried again more directly "thanks for those, I wouldn't be able to put that one in the learning journey though because ......" . Each time she has said oh yes, she sees, and after the course as well, things did improve but it seems after a couple of weeks it goes back to the 'would make a good ballet dancer' type notes. She's a brilliant TA, absolutely great with the children, has a good relationship with the parents, and makes my life easier in hundreds of little ways that go above and beyond the call of duty, and I really really value the work she does. It's just issues of understanding I think around the EYFS, what constitutes CI, what constitutes 'evidence' and so on that she seems to be struggling with. Part of me thinks I should maybe just not ask her to do observations, and do them all myself, which is absolutely fine although it would be better if we could both do them so as not to miss things. I wondered about just asking her to tell me orally what she's noticed/ spotted and I'll record it, which would make much more sense I suppose, but sometimes things get forgotten, or there isn't time because something unexpected comes up and so on, also I'm worried about upsetting her by implying 'oh you're so rubbish at this don't even bother any more'. I accept that some of it is my doing, I've maybe not been clear enough, and sometimes I do let all the post its etc pile up a bit, whereas if I filed them straight away I could ask her to 'can you just tell me what you meant by this ...", so I will try to do that more in future. Anyway, sorry for waffling on and probably boring you all half to death. Any suggestions for me for another way to try to improve this?