Hello, EYFS specialists. I wonder if you have any words of wisdom to share. I have observed my FS teacher twice and found that there are some problems with behaviour. During free flow and activities, they are great... the activities and the learning is really positive and the children are fully engaged in interesting and absorbing tasks. The teacher has worked hard on this, and is a good teacher, so please don't think I am criticising her. The problem lies with any kind of whole class session: story, circle time etc, where the children constantly shout out, fidget, don't listen and are generally learning little. This was a problem at the first observation, but they had not been in school for long and the children were learning those skills. However, the last observation was far worse, and the children were really difficult. They are very exuberant and excitable - not doing anything unkind - but I am concerned at the quality of learning in those sessions and at the implications for PSED scores. If they can't take turns, listen to each other etc then it is a problem. Last Wednesday they had a supply teacher who is a very experienced FS practitioner and she has said that they are the most difficult group to manage that she has known. Their behaviour could certainly be interpreted as rude and unruly. I have discussed it with the classteacher and she is aware of the problem but many of the strategies she has used just don't seem to make any impact. I am really concerned that we now have only one term left for her to get on top of this and improve their habits and attitudes. She doesn't keep them all together for very long so it isn't about them sitting for ages on end. Does anyone have really good strategies for discouraging the calling out, turning their backs on the teacher, talking to each other, getting up and wondering off, generally 'annoying' one another, 'answering back'/arguing the point!? My view is that this should be sorted out by now through consistent high expectations but ...... any suggestions are welcome.