Monitoring Teaching and Learning Policy

LoveSpring Nursery School - Ensuring Quality Education Through Continuous Improvement

1. Quality of Education Over Time (QET)

1.1 Our Vision and Intent

At LoveSpring Nursery School, we believe that early years education creates the foundation for lifelong learning, building confidence and breaking down barriers to opportunity. We are committed to improving life chances by providing exceptional early years experiences that empower children to achieve their potential.

Policy Intent

Our QET framework implements a systematic monitoring and development system designed to:

Support and hold accountable all practitioners for educational quality
Set and achieve high standards for education over time
Ensure leaders maintain accurate understanding of educational quality
Drive continuous improvement through evidence-based practice

1.2 Implementation Framework

Three-Step Improvement Cycle

Evaluate: Leaders follow directed evaluative methods (learning walks, work scrutiny, coaching)
Action: Review findings with colleagues, devise actions, set review dates
Embed: Follow up to ensure best practices and improvements are effectively embedded

1.3 Desired Impact

Outcome	Measurement
High Standards	Regular monitoring results in excellent attainment and progress
Continuous Improvement	Strengths and development areas actively addressed
Consistency	Minimised variation across practitioners and learning areas
Professional Growth	Increased ownership and accountability for child outcomes

2. Key Terminology and Applications

2.1 Monitoring Framework Definitions

Term	Definition	Application at LoveSpring
Quality of Education Over Time (QET)	Overall quality of curriculum implementation through teaching and learning	Evaluated through children's work, progress, and feedback to gauge curriculum effectiveness
Learning Walk	Brief observation of learning environment and interactions	10-15 minute visits to observe learning quality, share best practice, identify development areas
Practice Visit	Extended observation of teaching practice	Up to 30-minute visits with coaching conversations and targeted feedback
Learning Journey Scrutiny	Review of children's learning records and observations	Evaluation of curriculum implementation and children's progress through documented learning
Focus Group	Targeted group of children with common needs	Strategic support for children requiring additional challenge or support

2.2 Pedagogical Approaches

Adaptive Teaching

Teaching the whole group while responding to individual strengths and needs through:

Assessing children's current knowledge and barriers
Planning well-sequenced learning opportunities
Implementing plans responsively
Reviewing impact and adjusting accordingly

Responsive Teaching

Live teaching adaptations based on children's responses, focusing on:

Building on children's thinking and misconceptions
Fostering flexibility in teaching approaches
Setting clear progress goals
Developing practitioner-child exchange of ideas

3. QET Monitoring Schedule

3.1 Autumn Term Focus

Week	Monitoring Activity	Focus Area
1-3	Settling-in Observations	Transition, routines, baseline assessments
4-6	Learning Walks	Environment quality, adult-child interactions
7-9	Learning Journey Scrutiny	Observation quality, progress tracking
10-12	Progress Meetings	Individual child progress, intervention planning
13-14	Termly Review	Overall progress, curriculum effectiveness

3.2 Spring Term Focus

Week	Monitoring Activity	Focus Area
1-3	Targeted Learning Walks	Literacy development, communication skills
4-6	Practice Visits	Teaching quality, adult engagement
7-9	Learning Journey Scrutiny	Progress from baseline, next steps planning
10-12	Parent Partnership Review	Home learning, communication effectiveness
13-14	Mid-year Assessment	Progress towards Early Learning Goals

3.3 Summer Term Focus

Week	Monitoring Activity	Focus Area
1-3	Transition Focus	School readiness, key skills development
4-6	Final Learning Walks	Consolidation of learning, independence skills
7-9	End of Year Scrutiny	Overall progress, achievement of targets
10-12	Annual Review	Curriculum effectiveness, staff development needs
13	Transition Documentation	Reception readiness, handover information

4. Monitoring Tools and Procedures

4.1 Learning Walk Framework

Key Indicators Observed

Focus Area	Indicators
Learning Environment	Engaging provision, accessible resources, stimulating displays
Adult-Child Interactions	Quality questioning, responsive teaching, positive relationships
Child Engagement	Sustained involvement, independent learning, curiosity
Progress Evidence	Building on prior learning, demonstrating new skills

4.2 Learning Journey Scrutiny

Criteria	Expectations	Evidence
Observation Quality	Detailed, focused, linked to development matters	Learning stories, photographs, annotations
Progress Tracking	Clear progression, next steps identified	Development records, assessment points
Parent Partnership	Home learning contributions, shared targets	WOW moments, parent comments
Individual Needs	Adapted provision, targeted support	Intervention records, specialist plans

4.3 Progress Review Meetings

Meeting Structure

Termly meetings between key person, room leader and manager to review:

Individual child progress against Early Learning Goals
Effectiveness of interventions and support
Identification of potential barriers to learning
Planning for next steps and targeted support
Allocation of additional resources where needed

5. Evidence Base and Documentation

5.1 Core Evidence Collection

Evidence Type	Purpose	Storage
Learning Walk Records	Snapshot of practice quality, sharing best practice	Staff shared drive, monitoring folder
Learning Journeys	Individual progress tracking, assessment evidence	Classroom access, digital backups
Progress Tracking	Whole group progress, identification of trends	Management files, termly reports
Supervision Records	Professional development, support planning	Confidential staff files
Parent Feedback	Partnership effectiveness, service improvement	Quality improvement folder

5.2 Quality Assurance Cycle

Our evidence base supports a continuous improvement cycle:

Monitor: Regular collection of quality evidence
Evaluate: Analysis against quality standards
Plan: Identification of improvements and actions
Implement: Putting improvements into practice
Review: Checking impact of changes made

6. Professional Development Support

6.1 Training and Coaching

Support Type	Frequency	Participants
Team Meetings	Weekly	All staff
Individual Supervision	Termly	All staff with line manager
Peer Coaching	Ongoing	Practitioner pairs
Targeted Training	As identified	Staff with specific development needs
External CPD	Annually	Relevant staff members

6.2 Supportive Monitoring Culture

We foster a culture of high expectations with high support through:

Regular low-stakes feedback on practice
Professional learning communities
Shared ownership of improvement
Celebration of successes and progress
Constructive developmental conversations

Contact Information

Teaching & Learning Lead: [Lead's Name]

Early Years Coordinator: [Coordinator's Name]

Nursery Manager: [Manager's Name]

LoveSpring Nursery School: Coventry, CV1 5HA

Telephone: +44 (0)24 1234 5678

Email: teachinglearning@lovespringnursery.co.uk

Date of Policy: [Current Date]

Last Reviewed: [Current Date]

Next Review Due: [One year from current date]

Signed: _________________________

Position: Nursery Manager/Owner, LoveSpring Nursery School