A learning walk in a nursery is a focused, systematic observation method where an individual or a team moves through the early years setting to gain a real-time understanding of the educational environment, children's experiences, and staff practice. It provides a quick yet insightful snapshot of the opportunities available for children within the setting, with a keen focus on the learning and engagement of both children and staff.
This technique is a valuable tool for quality assurance, professional development, and continuous improvement within early years education. It's not a full inspection but rather a targeted exploration designed to gather evidence and inform future planning.
Key Purposes of a Learning Walk
Learning walks serve multiple crucial functions in maintaining and enhancing the quality of a nursery provision:
- Quality Assurance: To ensure that the daily practices align with the nursery's ethos, curriculum, and regulatory standards, such as the Early Years Foundation Stage (EYFS).
- Identification of Strengths: To highlight areas of exemplary practice that can be shared and celebrated amongst the staff team.
- Areas for Development: To pinpoint aspects where improvements might be needed, whether in teaching strategies, resource provision, or environmental setup.
- Curriculum Monitoring: To observe how the curriculum is being implemented in practice and how effectively it meets children's developmental needs and interests.
- Staff Development: To provide constructive feedback to practitioners, supporting their professional growth and encouraging reflective practice.
- Child-Centric Focus: To ensure that the provision genuinely offers stimulating and enriching opportunities that promote children's active learning and well-being.
What Observers Look For: Focus Areas
During a learning walk, observers pay close attention to various elements that contribute to a high-quality early years experience. The observations are typically brief but incisive, capturing the essence of daily activities.
Core Observation Points:
- Child Engagement & Learning:
- Are children actively participating in activities?
- Are they showing curiosity, exploring, and problem-solving?
- Is there evidence of deep concentration and sustained shared thinking?
- How are children making progress across different areas of learning?
- Adult-Child Interactions:
- Do staff engage in meaningful conversations with children?
- Are interactions responsive, warm, and supportive?
- Do staff extend children's thinking, ask open-ended questions, and model language effectively?
- Is there a balance between child-initiated and adult-led activities?
- The Learning Environment:
- Is the environment stimulating, safe, and accessible to all children?
- Are resources varied, well-organised, and purposeful?
- Does the indoor and outdoor space offer a wide range of learning opportunities?
- Does the environment reflect children's interests and cultural backgrounds?
- Curriculum Implementation:
- How is the curriculum brought to life in daily practice?
- Are activities challenging and appropriate for children's developmental stages?
- Is there evidence of progression in learning over time?
- How are individual needs and interests catered for?
- Staff Practice & Engagement:
- Are staff members proactive, responsive, and enthusiastic?
- Do they demonstrate a strong understanding of child development and the curriculum?
- How do staff manage behaviour and promote positive relationships?
- Is there evidence of teamwork and effective communication among staff?
- Safeguarding & Welfare:
- Are all safeguarding procedures visible and adhered to?
- Is the environment clean, tidy, and hygienic?
- Are children supervised effectively at all times?
Who Conducts Learning Walks?
Learning walks can be conducted by various individuals or teams, depending on their purpose:
- Nursery Leaders/Managers: For internal quality control, staff development, and strategic planning.
- External Inspectors: Organizations like Ofsted conduct learning walks as a key part of their inspection process to assess the overall quality of education and care.
- Peer Observers: Staff members observing colleagues to share best practices and provide mutual support.
- Local Authority Advisors: As part of their support and challenge role for early years settings.
The Process: A Practical Overview
While the specifics can vary, a typical learning walk often involves:
- Defining the Focus: Identifying specific aspects to observe (e.g., communication and language development, outdoor play, behaviour management).
- Brief Observation: Walking through different areas of the nursery for short, focused periods, observing silently or with minimal interaction to avoid disrupting children's play.
- Evidence Collection: Making notes, often using a pre-designed checklist or observation sheet, to document what is seen and heard.
- Feedback & Discussion: Sharing observations with the relevant staff members, highlighting strengths, and discussing areas for improvement.
- Action Planning: Developing clear, measurable steps based on the feedback to address identified needs and enhance provision.
Example Scenario:
A nursery manager conducts a learning walk with a focus on "promoting independence." They might observe:
- Children independently selecting resources.
- Staff providing opportunities for self-help skills like dressing or pouring drinks.
- The environment with accessible coat hooks, low shelves, and child-friendly tools.
This focused approach allows nurseries to continually refine their practice, ensuring they offer the best possible start for every child.
