.mpolicy-signature .mpolicy-signature-name{color:#E74C25;font-weight:700}
Observation, Assessment and Planning Policy
ME Montessori Nursery and Pre-School
Bedgrove Community Centre, Bedgrove Park, Ambleside, Aylesbury, HP21 9TT
| Version | 1.0 |
| Date | May 2026 |
| Review Date | May 2027 |
| Policy Owner | Francesco Antonazzo FCIPD |
| Statutory Reference | EYFS Statutory Framework (September 2025 revision), paragraphs 2.1–2.7; Development Matters (2021); Birth to 5 Matters (2021) |
1. Purpose and Scope
Observation, assessment, and planning are at the heart of high-quality early years practice. They enable us to understand each child as an individual, track their progress across the seven areas of learning, and plan enriching experiences that meet their needs and build on their strengths.
At ME Montessori, this process is deeply informed by Montessori philosophy: we observe children closely and respectfully, we follow the child’s natural interests and developmental readiness, and we plan within a carefully prepared environment that offers choice, freedom, and purposeful challenge.
This policy applies to all staff involved in the care and education of children aged 0–5 at the nursery.
2. Legal and Statutory Framework
2.1 The EYFS Statutory Framework (September 2025 revision) requires all providers to:
– Observe children to understand their level of achievement, interests, and learning styles
– Shape learning experiences for each child reflecting those observations
– Assess children’s learning and development in relation to the seven areas of the EYFS
– Complete a written progress check for every child aged between two and three years
2.2 Assessment in the EYFS is formative and ongoing. There is no requirement for formal, written observation at prescribed intervals, but a clear record of each child’s progress must be maintained.
3. The Montessori Approach to Observation
3.1 Observation is one of the most important tools in Montessori practice. Maria Montessori called the adult’s role the “directress” — one who watches, prepares, and guides rather than instructs.
3.2 At ME Montessori, observation is:
– Child-led: We observe what children choose, how they work, and what they return to — not what we have decided to teach
– Uninterrupted: We protect children’s periods of deep concentration (the “work cycle”) and do not interrupt a child engaged in purposeful work to conduct a formal observation
– Respectful: Children are observed with dignity and without judgment
– Ongoing: Observation happens continuously, not in scheduled observation slots
3.3 Staff are trained to observe without directing and to recognise sensitive periods — windows of particular readiness for a skill or concept — so that the right materials are offered at the right time.
4. How We Observe Children’s Learning
4.1 Staff observe children through a range of methods, including:
- Narrative observations: A written account of what a child is doing, with a focus on what the observation tells us about the child’s learning
- Photographs and short videos: Taken on the approved nursery device with parental consent, to capture moments of achievement or engagement
- Work samples: Examples of a child’s creative or mark-making work retained with their permission and with parental consent
- Voice notes and short written jottings: Brief, in-the-moment records completed during or immediately after an activity
4.2 The key worker holds primary responsibility for observing their key children. All staff contribute to observations across the room.
4.3 Observations are made naturally and unobtrusively. Children are never posed or staged for observation purposes.
5. Assessment Frameworks
5.1 ME Montessori assesses children’s learning against the seven areas of the EYFS:
Prime Areas:
– Communication and Language
– Physical Development
– Personal, Social and Emotional Development
Specific Areas:
– Literacy
– Mathematics
– Understanding the World
– Expressive Arts and Design
5.2 We use the following guidance documents to inform our assessment judgements:
– Development Matters (2021) — EYFS non-statutory guidance
– Birth to 5 Matters (2021) — Early Years sector guidance
5.3 Assessment is based on what a child can do consistently, independently, and in a range of contexts. We are guided by what children demonstrate through their spontaneous activity, not only through adult-directed tasks.
5.4 Montessori developmental milestones and the three-period lesson cycle (introduction, recognition, recall) are used alongside EYFS frameworks to track children’s engagement with Montessori materials and their readiness to progress.
6. Learning Journals and Progress Tracking
6.1 Every child has an individual Learning Journey maintained by their key worker. This is an ongoing record of observations, assessments, photographs, and reflections.
6.2 The Learning Journey is maintained on Tapestry.
6.3 Parents have access to their child’s Learning Journey and are invited to contribute their own observations and photographs from home. This two-way partnership enriches our picture of the child as a whole.
6.4 The key worker reviews each child’s Learning Journey weekly to ensure all seven areas of learning are represented over time and to identify any area where progress appears slower than expected.
6.5 A summary assessment of each child’s progress across the seven areas is completed weekly. This informs planning for the following period.
7. Planning
7.1 Planning at ME Montessori is both long-term (setting up and maintaining the prepared environment) and responsive (adjusting what is offered in response to what children show us they need).
7.2 Long-term planning: The prepared environment is organised so that every area of the EYFS and every Montessori curriculum area (Practical Life, Sensorial, Language, Mathematics, Culture) is available and accessible to children. Materials are introduced, rotated, and extended as children progress.
7.3 Medium-term planning: Each term, the key worker team identifies themes, concepts, and extensions they anticipate will be of interest and relevance to the children, informed by observations and knowledge of the group. These are held lightly and adjusted in response to the children’s actual interests.
7.4 Short-term / responsive planning: After each session, key workers note any observations that indicate a child is ready for a new material, extension, or support. These inform the next day’s environment set-up and individual invitations.
7.5 Planning documents are accessible to the Manager and are used for reflective supervision conversations.
8. Sharing Observations with Parents
8.1 Parents are invited to view and contribute to their child’s Learning Journey at any time via the nursery’s digital platform.
8.2 Key workers share verbal updates with parents at drop-off and collection where time allows.
8.3 Formal Key Person Review Meetings (parent-teacher meetings) are held every two months. Parents receive advance notice and the opportunity to raise any concerns or share information about their child’s home learning.
8.4 Where a significant achievement, sensitive period, or area of concern is identified between review meetings, the key worker contacts the parent promptly rather than waiting for the next scheduled meeting.
8.5 All sharing of observations with parents respects the confidentiality of other children. Observations naming or showing other children are not shared.
9. The Two-Year Progress Check (EYFS Statutory Requirement)
9.1 In accordance with EYFS 2025 paragraph 2.4, the nursery completes a written summary of every child’s development between the ages of two and three years.
9.2 The progress check:
– Is completed by the child’s key worker
– Covers all three Prime Areas of Learning (Communication and Language; Physical Development; Personal, Social and Emotional Development) at minimum
– Identifies areas where progress is as expected, where progress is ahead of age-related expectations, and where there are concerns
– Is shared with parents and discussed with them
– Notes any concerns about a child’s development and sets out next steps, including any referrals to external agencies
9.3 The check is completed as close as possible to the child’s second birthday and no later than the term in which the child turns three.
9.4 Where a two-year-old also receives a Healthy Child Programme health and development review from the NHS, the nursery shares relevant information with the health visitor (with parental consent) to produce an integrated review where possible.
10. Special Educational Needs and Disabilities (SEND)
10.1 If observations and assessments indicate that a child may need additional support, the key worker discusses this with the nursery’s SENCO:
Kellie Antonazzo, Headmistress — [email protected]
10.2 The SENCO and key worker work with the family to implement additional support. This may include an individual learning plan, targeted interventions, or referral to external specialists.
10.3 Observations related to SEND are treated with additional sensitivity and are stored securely.
11. Transition Documentation
11.1 When a child leaves the nursery to transition to school or another setting, ME Montessori prepares a written transition summary covering:
– The child’s strengths and interests
– Progress across the seven areas of learning
– Any SEND information relevant to the receiving setting (shared only with parental consent)
– Key information about the child’s learning style and Montessori experience
11.2 Transition summaries are shared with the receiving school or setting with parental consent, and a copy is given to the parent.
11.3 For children entering Reception, the summary contributes to the Reception Baseline Assessment context.
12. Confidentiality of Observations
12.1 Observations, assessments, and Learning Journeys are confidential documents. They are stored securely on the nursery’s approved digital platform or in locked physical files.
12.2 Access is limited to: the child’s key worker, the room leader, the Manager, and the parent/carer. Observations are not shared with other parents.
12.3 In safeguarding situations, observations may be shared with statutory agencies as required. This is documented and handled under the Safeguarding and Child Protection Policy.
12.4 Staff discuss children’s progress with each other as a professional practice requirement, but this always remains within the bounds of professional confidentiality and is not discussed in settings where it could be overheard by others.
13. Review
This policy is reviewed annually by the Policy Owner, or sooner following any change in EYFS statutory guidance, inspection feedback, or developments in assessment practice.
Signed: Kellie Antonazzo, Manager