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Issue 122:Layout 1 03/08/2017 11:19 Page 1
Issue 122 Summer 2017
Montessori
International
Published by
the Montessori
St Nicholas Charity
Foundations
of
Learning
Issue 122:Layout 1 03/08/2017 11:19 Page 2
Progression of MCI Qualifications
GCSE Level Entry A Level Entry
Distance
(or above)
Attending Learning
Diploma Montessori
Pedagogy
1 year + placement
(Birth to Seven Distance
& Early Years Educator) Attending Learning
LEVEL 3 Diploma Montessori
Key qualification to work with Pedagogy Certificate in Higher
children Education
1 year + placement
(One Year Full-Time meets
(Birth to Seven
1 year and professional placement
& Early Years Educator) early years educator criteria)
LEVEL 4 LEVEL 4
With progression to
Foundation Degree Direct entry
to Year 2 of 1 year
the Foundation
Degree in
Arts Foundation Degree
IMMEDIATELY ENTITLES YOU TO WORK AS: in Arts
(Two Year Programme
Full-Time)
Childminder Nanny Teaching Year 1
You will need to do LEVEL 4
Montessori training with the Voluntary Assistant
Educator Childminding registration with (in State Year 2
Association and OFSTED Primary School)
register with OFSTED LEVEL 5
Keep a professional diary documenting your practice and significant events at work
Continue
2 years work
experience
University
Early Childhood Studies
Set-up own BA Honours
Manage a
Nursery Montessori
Nursery
Follow a PROGRESS TO:
Professional
Management
Qualification
Qualified
Early Years Teaching Status Masters
Teacher Status Work in a State Primary Degree
School
Always bear in mind the MCI Code of Professional Conduct
Join MSA Your Professional Organisation
Continuous professional development is an essential element of your
professional life.
See our website for details of seminars
www.mci.montessori.org.uk
Issue 122:Layout 1 03/08/2017 11:19 Page 1
Montessori
International Issue 122 Summer 2017
Published by the Montessori
St Nicholas Charity, London
Editor
Philip Davies
Editorial enquiries
Welcome
Tel: +44 207 493 8300
e-mail: daviesp@montessori.org.uk
from the editor
I
Editorial Address n this issue we are focusing on the ‘bread and butter’ of Montessori provision –
18 Balderton Street, delivery of the Early Years curriculum – and as you can imagine there is a lot to
London W1K 6TG say on this topic. Accordingly we will be running the theme across two issues.
With this first part we have contributions from practitioners, tutors and students,
introduced by Barbara Isaacs in her article on the role of AEL in the Montessori
Display & Job advertising enquiries
early years curriculum. The articles that then follow this introduction deal with the
Sameena Wali
freedoms of free-flow play (Lynnette Brock), AEL for mathematics in the setting
e-mail: Sameena@montessori.org.uk
(Antonella Cirillo), and observation and assessment of children up to 3 years old
Marketing Address
(Annamaria Guild).
18 Balderton Street, London W1K 6TG
In addition to the theme articles we have Gabrielle Mills’ report of the MEAB
Subscription enquiries Leaders Conference, Beata Doody’s account of Nightingale 1’s accreditation, and
Sameena Wali on +44 207 493 8300 Maëlys de Rudder writes about the ‘Educating for wholeness’ conference in
Annual subscription rates Sarajevo. There are the regular Montessori and me, Practitioner’s reflection,
Magazine incl. p&p (3 issues) Research watch and Q&A features, as well as plenty of Bright ideas and book
UK £19.95 reviews.
Europe £29.95 / €45.00 We’ll be taking the EY curriculum theme up again in the spring of 2018, but for this
Rest of World £33.00 / US$65.00 year’s autumn/winter issue of Montessori International we are hoping to have a real
Students (incl. p&p): UK £15.95; ‘grass roots’ magazine. Broadly speaking, the theme will be how settings promote
Europe £23.00 / €36.00 peaceful coexistence and co-operation in these difficult and divisive times, and we
Rest of World £28.00 / US$56.00
really want your input on this, so please submit accounts of your experiences and
E-magazine (3 issues): activities – it could be a short news item or an article (ideally with photographs to
UK and overseas £14.95 illustrate the piece). Feel free to contact me directly for more details or if you have
The views expressed in Montessori any questions.
International are not necessarily those of * * *
the publisher and editorial team, nor are nally, I would like to underline the fact that this issue of Montessori
advertisements endorsed by them.
Montessori International is designed and
produced by Stuart O’Neil, Design for Print,
Berkhamsted, Hertfordshire 01442 874233
F International is only being received by paid-up members of the MSA. We
strongly suspect that a good number of your fellow practitioners have not
taken on board the fact that MSA membership has changed, so please
spread the word so that more of them can – like yourselves – reap the benefits of
membership.
Printed by Buxton Press, Buxton, Derbyshire
01298 21 2000
ISSN 1470-8647
www.montessori.org.uk Philip Davies, Editor
Montessori International Summer 2017 1
Issue 122:Layout 1 03/08/2017 11:19 Page 2
Contents Issue 122 Summer 2017
20
8
23 47
Feature articles
13 Activities of everyday living and their role in 42 Montessori and Me: A notebook and a
the Montessori early years curriculum journey
Barbara Isaacs explores the fundamental nature of AEL in Marta Gonzalez tells us just how she came to teach
Montessori education Tibetan teachers in Northern India
16 Inspiring children: what is the purpose of an
Regular departments
interaction?
Lynnette Brock illustrates the freedoms of movement, 3 MCI news
choice and expression, and examines the practitioner’s 4 MSA News
role of observation
10 MEAB News
20 Apples and beads 27 Bright Ideas
Antonella Cirillo illustrates how AEL for mathematics works 32 Book Reviews
within the setting 35 Ask the Expert Q&A
37 Research Watch
23 Observing infants
Annamaria Guild focuses on the observation and 48 MEAB Accredited Schools
assessment of children in the age group 0 to 3 years 50 MSA Membership Events
51 MSA Membership Benefits
30 International: Educating for wholeness…
52 MSA Membership registration form
Maëlys de Rudder reports on an exciting conference in
Sarajevo
Classified advertising
45 Teaching opportunities
38 Practitioner’s Reflection: Developing a
Montessori approach to home
tutoring Cover picture
Fun and games at The Gower School’s Strawberry Tea (see p. 9).
Debbie Kaplan on continuing the process of transition
Photo: Brandy Williams
and growth
2 Montessori International Summer 2017
Issue 122:Layout 1 03/08/2017 11:19 Page 3
mcinews
MCI: Marvellously Creating Inspiration*
We love hearing from our students; so
much so that we couldn’t resist
sharing some of their comments with
you. If you’re considering whether
training with MCI could be the best
next step for you or a member of your
team, perhaps you’ll find some
inspiration here...
“I want to take this chance to
thank you and MCI for giving
me the opportunity to
discover a new vision in
education and to become
really passionate about the
Montessori philosophy. It has been like being
enlightened, so much that I have decided to
start an adventure to know more about
Montessori in different cultures.” Ana Perez
can get out of it whatever you friendly and welcoming. This
“After my placement, I was fortunate enough
want and need, with plenty of meant that we were
to be offered a position there. I’ve now been
scope for going into areas comfortable enough to ask
there two years and am in the process of
more deeply. I also really questions and learn. The
establishing my own Montessori setting.
enjoyed the group I was part training did not just involve
Many thanks for the outstanding teaching
of. They were a great, diverse sitting and listening to
and support I received throughout my time at
bunch of people from many different lectures, but encouraged creative thinking
MCI, which has enabled me to feel confident
backgrounds, and it was a real pleasure to and learning from different perspectives.”
about going forward with my new venture.”
meet up every week and help each other Jasmin Kunjiraman
Laura Trowern
through the course.” Jon Cox “My Montessori training has
“Big heartfelt thanks to all MCI staff and
“This training has changed helped me to look at the
lecturers. I was fortune enough to use my
my life. Now I know many whole education system with
Montessori skills even before I graduated,
things about a world new eyes which is benefitting
and will be opening a Montessori Nursery in
previously unknown to me: the children I care for at work,
China’s Huzihou province on the 10th July
early childhood and infancy. as well as my own children at
2017.” Sibel Coskun
Studying child development home. Regardless of whether or not you’re
“It is difficult to name the best thing about and theories truly gave us the knowledge to looking for a new career path, I’d
training with MCI as there were many good be able to work in the early childhood field. recommend any parent to investigate the
things: support and tutoring from The training has empowered me as a amazing benefits that Montessori could bring
knowledgeable and experienced woman, and also my family and the way we into the life of their kids.” James Robertshaw
Montessorians, access to materials online perceive and implement ‘education’. It has
and in person during the workshop. The really made the difference in my life and this Montessori Centre International is a vibrant
flexibility of the online study to fit in with my difference will, I believe, last for many learning community of students from all over
work and family commitments was important. generations. Knowledge is a rare gift and the world who come to learn about the
The resulting confidence I have as a qualified MCI gives it to you.” Ottavia Spisni Montessori approach and what it offers
Montessori teacher has been huge.” Karen young children.
“I feel like I have another MCI offers a range of training
Tinney
string to my bow, and that I opportunities, including nationally recognised
“I have surprised myself during my training. can move in the direction I’ve
For years I had the idea implanted in my qualifications, professional development for
always wanted to, i.e. not practitioners, courses for childminders,
head that I wouldn’t go to university and that working in horrible, stressful
I was finished with the education system. parents, or for those who simply want to find
primary jobs under a lot of out more about Montessori. Visit
Since beginning this course, I have been so pressure. I love the calm, Montessori
inspired on a daily basis by the content and www.montessori.org.uk for full course details,
environment. I think it’s amazing for the call us on +44 (0) 20 7493 8300 or email
information presented to us; I always want to students and the teachers. I feel like working
learn more.” Olivia Dobson admissions@montessori.org.uk
in this environment has already improved my
“The best thing about training with MCI? – quality of life.” Madeleine Tasker *OK, so that’s not what MCI stands for. It’s
the passion, commitment and knowledge of Montessori Centre International – but you knew
“The classes were small and the tutors were
the lecturers. The course is structured so you that already.
Montessori International Summer 2017 3
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msanews
Chairman’s update July 2017
Martin Bradley reports policy which it put on the website the day
before the inspection – they had received
prior notification of the inspection. However,
By the time this edition of our magazine the requirement is not only to have such a
comes out, we will be slightly clearer about policy, but also to implement it, which clearly
the nature and impact of the 30 hours they were not able to do even to the extent
funding in England. What has become very of getting staff to sign that they had read the
evident from the regional meetings which document. As a result, there were failings in
Barbara and I have attended is the very not making sure that the curriculum
variable approaches being proposed by addressed child protection and e-safety,
different local authorities. It is something that which in turn meant that welfare, health and
the new Minister for Children and Families safety requirements were not met. Also
will need to address as a matter of urgency. leadership and management were at fault.
Robert Goodwill has been the MP for The absence of any direct consideration of
Scarborough and Whitby for 18 years and other cultures and faiths was also a Fortunately the school’s management
has had a range of ministerial jobs including curriculum failure, along with not addressing accepted the inspection outcomes and has
in the Department for Transport. This is his spiritual, moral, social and cultural the means of dealing with them through
first education post. He will also have requirements – and again a leadership and devising up to date policies and using INSET.
responsibility for child protection, early years management issue. It is the inter-relationship I am sure that they will be in much better
policy (including inspection, regulation and between the sections of the report format shape when I revisit. But what this shows is
literacy and numeracy), children in care, which leads to series of judgements of the need to keep up to date with policies
funding for schools with disadvantaged ‘inadequate’, all stemming from the same and to be fully aware of what the EYFS and
pupils, free school meals policy, SEND, school point. school regulations require. I have produced
One of the core aims of MSA is to support its members through providing information
and support to ensure that you can stay up to date on all the initiatives and
requirements coming from the government – and not just the DfE.
sports and healthy pupils, cadets and military By contrast another school which I inspected guidance on the latest requirements and this
ethos in the education system and improving recently had a session each term for all over- is on our website. One important change in
social mobility in 12 opportunity areas. His fives classes on e-safety after which the Key the most recent (2017) version of the EYFS is
brief will impact on Montessori work in Stage 2 children were asked to sign that they the return to the original idea of some
several ways besides the obvious 30 hours had received such a session. This served to welfare requirements which must be met and
policy. Child protection and the Prevent bring home the importance of e-safety and others which should be met. You have to
agenda, as well as inspection and regulation was a useful record of the training. have a valid reason for not meeting the
will be important. Putting this into the set of judgements latter, and what was no doubt meant as a
required from inspectors for early years helpful easing of requirements, actually
I was rather forcibly made to focus on the
settings, leadership and management were creates more work when people have to find
impact which child protection policies and
clearly at fault. Teaching, learning and their way through them.
approaches to the Prevent agenda have on
inspection outcomes during the summer term assessment were not met due to the child One of the core aims of MSA is to support its
when I led the inspection of a (non- protection, e-safety and cultural issues. members through providing information and
Montessori) school. Amongst some other Personal development, behaviour and support to ensure that you can stay up to
issues, the school had two child protection welfare were also not met due to the child date on all the initiatives and requirements
policies on its website, neither of which was protection and Prevent issues, and outcomes coming from the government – and not just
up to date with the government requirements for children could not be good, since the DfE. If you have any issues about policies,
set out in Keeping Children Safe in Education preparation for later education was requirements or inspections, please get in
March 2015. Also their documentation did inadequate. All told, every section of the touch. Also do keep us informed about the
not deal with the ‘Prevent duty guidance for requirements had to be reported on as way local authorities interpret their role. As I
England and Wales 2015’ and they did not ‘inadequate’. have written in the past, the role of the local
have an e-security policy, nor did they deal It is always a problem for inspectors to authority is far more restricted now than
with other cultures and faiths. Ofsted’s deliver such verdicts and clearly just going previously, and not everyone has realised
Common Inspection Framework means that, through all the points would be totally that. By working together we can deal with
although it was school, similar requirements demoralising for the staff. The need is to try the inevitable glitches and problems which
apply to early years settings. to explain where the problems are and how arise.
The school quickly devised a safeguarding the setting or school can deal with them. Best wishes for the new academic year.
4 Montessori International Summer 2017
Issue 122:Layout 1 03/08/2017 11:19 Page 5
msaregionalround-up
Our next training day will be held at The
East Anglia
Meadows Montessori Primary School in
Ipswich on a subject and date to be
Looking at maths anew confirmed in the Autumn Term.
Ruth Palmer reports Middlesex, Buckinghamshire
and Oxfordshire
30 Hour Free Entitlement –
Owners and Managers
Meeting 25 February 2017
Rosie Roberts reports
presented during their Teaching Practice
Many owners and managers of Montessori were shared and resulted in two members
settings are concerned about the introduction having their feet painted before creating a
of the 30 hours free childcare from giant land and water globe. Food chains,
September 2017. Due to this concern it was mapping games, a London bag, small story
What a fantastic day Region 3 had on 13 decided to make this subject the focus of our bags, and painted stones were amongst
May led by Lynnette Brock and John Siraj- meeting in the spring term. Felicity Fenemore some of the things explored and hopefully
Blatchford. We were warmly welcomed by very kindly offered to host the meeting and everyone will find time to try these out at
Hannah and Georgie from Peacock Dr Martin Bradley, MSA Chairman, chaired home.
Montessori Nursery in Stuston, who were the meeting. Dr Bradley outlined the
perfect hosts throughout the day. Forthcoming Region 1 training
government proposals, the local authority
The topic of the day was ‘A Fresh responsibilities and the possible pitfalls for As you are aware Region 1 is very large and
Perspective on Maths’ and John and Lynnette settings signing up to receive the free so the training sessions have been organised
gave us a most inspiring, thought provoking entitlement. across the region with all of you considered.
and informative day, incorporating their work A good level of discussion took place For more information on any of the courses
on the zone of proximal developmental flow during the session, and many of those or to book a place please contact Alison
and the difference between schemes and present shared their local authority Barker at msanorth@montessori.org.uk.
schemas. They explained how recognizing proposals. It was apparent that all those who 30 September 2017
schema in children’s play can help educators attended had very similar questions and
work out when and how to support children’s concerns regarding this initiative Interactive Music Making and Movement with
learning and development in maths. They Thank you to all who supported this Margaret Burrell, Early Years Music Specialist
also discussed the importance of seeding the workshop. (Dalcroze) and Music Therapist.
environment to support children’s To be held at Alderley Day Nursery,
consolidation and application of schemas in North Cheshire, SK10 4TD from 10.00 to 4.00.
maths and the value of the work cycle and 21 October 2017
free-flow play. There were case studies and Philosophy, Ideas for Training for Mentors about the EYE course.
hands on activities/challenges as well as
videos and discussion points.
Material Making and 30 Many more students are now having their
We had a delicious hot lunch and the Hour Funding Teaching Practice Placements in Region 1, so
opportunity to chat over current nursery we are thrilled to be offering this training to
Saturday 13 May support Mentors, Nursery Owners, Managers
topics (such as Early Years Funding) with
familiar faces. and Practitioners. This training is free of
The aim of the morning was to introduce
One of the activities we tried was making charge.
some new practitioners to Montessori
a water clock to measure time. This was To be held at Rigg Farm Montessori
philosophy and to encourage those of us
experienced by The Meadows Montessori Nursery, Harrogate, HG3 1QY; this is a half
who are already qualified to revisit our
Primary Year 1 pupils the very next week, as day morning training and times have yet to
training and embrace new ideas. And it
the photo show. They had to form a lump of be confirmed.
worked, as everyone enjoyed the session. As
plasticine into a bowl shape and then use usual Jeremy was very enthusiastic when 11 November 2017
various implements to create different sized delivering the topic and there was a lot of Supporting children from 0 - 2 in a
holes in the bottom. This was then placed in discussion during lunch. Martin led a splinter Montessori setting with Barbara Isaacs. To
a bowl of water and the time it took for it to group through the “how’s and whys” of 30 be held at Leeds Montessori Nursery and
sink was measured – the bigger the hole the Hour Funding and hopefully the group Pre-School, Leeds, LS8 2LE from 11.00 to 3.30.
faster it sank. members returned home enlightened.
If you would like to find out more, John and Naturally we all explored the setting during
11 May 2018
Lynnette’s book, Putting the Schema back into the lunch break and I would like to thank Material Making – please come and spend
Schema Theory and Practice: An Introduction Alderley Day Nursery for hosting us, we were a day exploring and making materials for
to SchemaPlay, is available from excited to see plans for their extension. your setting.
www.schemaplay.com. Some of the ideas that students have Continued on next page
Montessori International Summer 2017 5
Issue 122:Layout 1 03/08/2017 11:19 Page 6
msaregionalround-up
To be held at Seedlings Montessori introducing us to ‘Freestyle Lego’, where we
Berkshire, Hampshire and Surrey
Childcare, Bedale, North Yorkshire, DL8 2HX have the same roles but with random pieces
from 10.00 to 4.00, which is easily reached and no written instructions for the Engineers
from the A1 or Darlington/Northallerton train to base their instructions on – definitely
stations. something to work up to.
The charge for attending a Region1 full Feedback from the participants was
day training is £10 for MSA members and positive, including the observations that there
£20 for non-members; ideal for CPD Training. were “lots of good ideas for doing [this] at
home”, and that it was “useful to … take on
South East different roles – helps to develop an
understanding of where the children might
Therapy through building be and what they are thinking and feeling”.
As Lego has a predictable system of rules
Randa William report it is particularly attractive for ASD children as
they are motivated by and attracted to
Recently I have increasingly found myself systems. However children of all ages would
‘The Work Cycle …’
recalling Abraham Maslow’s hierarchy of gain a number of skills from Lego therapy, Emma Wetherley reports
needs. Children attending our settings today including problem solving, turn taking, social
encounter many challenges from trauma, skills, fine motor skills and leadership. We’d like to give a big thank you to Barbara
grief or transitions, as well as those with As we all reflected on the day's training Isaacs for leading a brilliant workshop on
additional and special needs. Maslow we were inspired by the many possibilities of ‘The Work Cycle and Its Relevance to
explains that children's various needs must Lego therapy and looking forward to doing Montessori Practice Today’ on Saturday 17
be met before self-actualization (learning) something new and fun with our children. The June. We welcomed thirty-four fellow
can take place. These range from the basic best part about it is that the children are Montessorians to Grantham Farm, for what
needs of food and shelter to a sense of learning without knowing they are learning – was a wonderful region event. Those who
belonging. rather like our Montessori method. attended said how much they enjoyed the
I started looking into play therapies to theoretical content, grounded so well in
increase the tools and techniques at our Southwest and Wales Montessori philosophy, and the balance with
disposal to help support the whole child as discussion on how the principles apply to
they embark on their Montessori journey. everyday practice. It was an excellent
Lego therapy is a social development
Relevance of the work
opportunity to talk Montessori for the day
programme for children including those with cycle and catch up with friends. Thank you so much
Autism spectrum disorder (ASD) that provides to all who attended and – along with those
Stoke Bishop Montessori School hosted a
collaborative play, joint attention, shared who had to send apologies – we look
workshop led by Barbara Isaacs on Saturday
goals and social communication. It forward to seeing you next time.
10 June for 45 practitioners from across the
emphasises what they can do rather than Please look out for or next event in the
region. The topic for the day was the
what they can't do. autumn term.
Montessori work cycle (continuous provision)
I don't know what we were expecting at
and its relevance to Montessori practice in
the start of the training but it is fair to say
the present day. MSA Childminder Network
that as practitioners and parents training
The day began with a revisit to key
together we were taken out of our comfort
zones.
Montessori principles and an opportunity to Forthcoming meetings:
reflect on the aspects of Montessori practice
The basic concept is you have three
we particularly value, such as freedom and Saturday 7 October 2017:
people to a group with a facilitator (teacher)
responsibility within limits, the favourable Kremena Gavrilova, London
supporting. Each participant is given a role:
environment and the role of the teacher. www.beecktonbunnies.co.uk.
The Engineer reads the instructions without
This led us to explore what the work-cycle Topic: How to plan and observe and write-up
showing it to the others; The Supplier is the
means to us as practitioners, and the observations.
person who identifies the Lego bricks based
challenges for each setting of providing Saturday 20th January 2018:
of the Engineer's description. After identifying
freedom for the child to follow his/her own Debbie Ross, 13 Harbour Crescent Harwich
the bricks the Supplier hands them to the
learning needs during an uninterrupted CO12 3NJ Harwich
Builder, who is the person who does
session or full day work cycle.
construction based on the directions of the June 2018: Date to be confirmed
At the end of the day, our thoughts on the
Engineer. Before any work is done the group Jenny McArthur, Drakes Montessori,
Montessori work cycle were nourished and
have to collectively discuss, agree and 19 Drakes Avenue Exmouth, Devon. EX8 4AB.
refreshed by Barbara’s many wise words.
decide on the names of each brick as the www.draksemontessori.co.uk
Barbara reminded us that our gift to the child
size, shapes and colours vary. This is harder Topic: Early music.
is the favourable environment and the
than you think.
Montessori work cycle. In these challenging October 2018: Date to be confirmed.
We all got a go at the different roles and
times in Early Years it is this that unites us as Dorothy Williams, Busy Bumblebees
we definitely learned how challenging it
practitioners and that sets our practice apart Montessori, London.
could be. When we completed that task the
from other high quality providers. www.busybumblebeesmontessori.com
trainers increased the challenge by
6 Montessori International Summer 2017
Issue 122:Layout 1 03/08/2017 11:19 Page 7
msanews
Volunteering opportunities in Rwanda
Introduced by Barbara Isaacs Centre, a multipurpose hall located within the
school’s premises which is also available for
rent to local families for wedding receptions
The bilingual (English/French) Ahazaza and other social or cultural activities.
Independent School introduced the Ahazaza is the only school in the Province
Montessori approach to its youngest pupils in that provides a full immersion teaching in
January 2017 with the help of a French English and French for all pupils from
Montessori teacher. The owner was so kindergarten. It is also the only school in
impressed with the approach that she which classes are strictly limited to a
decided to visit MCI in early June in search of maximum of 25 pupils in primary, of whom
a Montessori reading scheme in English, and one in four children in each class that comes
in the hope that she may find a Montessori from poor families or is an orphan benefit
trained volunteer who would like to spend a from a complete scholarship covering
year working in the school and helping to teaching books, school materials and all
promote the English language and our other additional expenses. This year, the
reading scheme in the school. The school is school has also started providing the
located one hour away from the capital Montessori methodology to the kindergarten
Kigali, and they will provide accommodation. and nursery sections.
If you are tempted and ready for a Ahazaza Independent School favours
Montessori adventure, read more here from dialogue and debate in an atmosphere of
the school’s Director, Raina Luff: tolerance to enable all to benefit from
Ahazaza Independent School was discussions. It favours a balanced
established through the initiative of a small development of the child, not only from an
group of residents of Gitarama – now intellectual, but also physical, social and
Muhanga, a small town situated 45 km from emotional point of view. The school enables
Kigali – in October 2005 to provide quality the authentic assertion of one’s personality
education to children in a rural area. At the with respect to others, blossoming in
time, if you wanted to give your child a good creativity and critical spirit, acquisition of
quality education you had to move to Kigali. autonomy and a sense of responsibility, and
The school started operating in January 2006, knowledge of the world around us – a
with only one class of Primary I with 17 learning process motivated by interest and
pupils, of whom five benefitted from a supported by active work, as well as
scholarship (through donations). In the same openness to others and to the outside world.
year, the first building comprising two Ahazaza Independent School strives to
classrooms, an office and latrines was built. allow each student to fulfil all of their
The main focus of Ahazaza is the fight potential. Consequently, Ahazaza teachers
against poverty through education. are committed to excellent class teaching
Knowledge is the only capital of those who using modern methods whose efficiency has
have nothing else. been proved.
Backed by her experience as a university However, we are faced with a big problem
professor in Rwanda, Mrs Raina Luff became concerning the newly implemented
aware of the importance of giving a better orphans the possibility of getting a high Montessori methodology. Although we are
educational foundation to children from the quality education by offering five scholarships benefitting from the training given by a
kindergarten and primary classes. It is for this per class each year. French teacher, we badly need an English
reason that, with a few inhabitants of Established on the principle of ethnic, trainer, specifically for literacy, phonetics and
Muhanga-Gitarama, she founded Ahazaza to religious and social mix, Ahazaza language in general.
meet this real need. Thanks to its special Independent School provides high level Do you think you could help us by
teaching approach and particular attention to education compared with other schools volunteering? We offer premises where the
the selection and deployment of the despite the shortage of qualified teaching other teachers of our school lodge, and a
teachers, Ahazaza has become a school of staff following the 1994 genocide. The journey from the airport to Muhanga and
note in the area. philosophy of the school is based on back. We have previously had volunteers and
The Ahazaza NGO aims to educate humanism, i.e. values such as respect of the interns from universities, and from the UK we
children that are able and motivated to individual, co-operation and solidarity, refusal have benefitted for several years from
become Rwanda’s future leaders. It acts as a of any kind of dogmatism and hierarchy of Accounting for International Development
kind of social entrepreneurship by aiming to cultures. (AfID) volunteer chartered accountants. If you
favour the country’s development and to Apart from the school, the Ahazaza NGO are interested please contact me, Raina Luff,
generate long-term social development. It also includes an organic farm that provides by email at ahazaza@hotmail.com
also gives children from poor families or food for the refectory, and the Ahazaza
Montessori International Summer 2017 7
Issue 122:Layout 1 03/08/2017 11:19 Page 8
msaschoolnews
helped her to settle in, find friends and start
on her learning journey at the school. For
Joseph it was Miss R. who eased his
transition into year 1 and 2 classes, when he
was finding things a little bit tricky. Isabella
nodded – she attended Year 1 with Joseph
and also found Miss R. very helpful.
Both children were invited to send a
message to the pupils ready to join the
school this September. Isabella was very
reassuring in her encouragement for the new
pupils – she urged them “to be themselves”,
recognising the strength of the school and of
the Montessori approach in that the teachers
and pupils accept each child as an
individual and therefore it is easy to be
oneself. Without hesitation, Joseph’s
response was “Just enjoy it. I still remember
my first day at this school – the time has
gone too quickly – so enjoy your time here.”
volunteers (who created colourful sets and
In Wonderland again incredible costumes); Sarah Suckling’s
What better recommendation for the
School as it enters the next decade.
Kelvedon Institute outstanding direction, and the support of our I cannot help reflecting myself. I was
was the setting for music teacher, Mrs Sue Evans. All were present at the launch of the school in
Soaring High invaluable in the success of this wonderful September 2007. I was proud of Emma
Primary School's musical.” Gowers, an MCI graduate, and of her brave
end of year ‘Alice the Musical’ was thoroughly vision to offer continuity of learning for the
production of ‘Alice appreciated by a delighted audience of children who attend her day-care provision in
the Musical’ on parents, grandparents, friends and staff, and North Row and the other Montessori schools
Friday 30 June. The the children enjoyed every minute. in the area. The care and attention with
play was directed which the building was re-furbished and
by Sarah Suckling, Starting a second decade prepared for the children demonstrated all
the school’s drama the key principles of the Montessori
As the Gower School prepares to
teacher, who favourable environment. At the time I
trained at the prestigious Italia Conti celebrate its 10 year anniversary,
wondered what it will be like for the children
Academy of Theatre Arts in London. Barbara Isaacs interviewed two Year
who will come here, will Emma find the right
This colourful and engaging musical 6 leavers who reflected on their time teachers who will help the children to thrive,
adaptation of the classic children’s tale at the school will she and her team be able to
depicts a warm summer’s day when Alice, demonstrate to parents the real value of the
played by Rosie Smith, falls asleep on the Joseph joined the school as a baby, first Montessori approach as children progress
riverbank. She is awoken by the White Rabbit, attending the baby and toddler facilities at through the primary school?
brought to life by Kirsten Horton, who hurries North Row. He transferred to Cynthia Place Ten years on and during the visit to
past in a state of panic. Alice follows and at the age of four just as the school opened interview Isabella and Joseph the school was
tumbles down the rabbit hole landing in the its doors for the first time. He valued the buzzing with energy and large group of
mysterious and magical Wonderland. continuity and the opportunity to get to know eager and curious children wanted to know
So begins Alice’s quest to return home, and the children and the staff at the school really “What is it like to be an editor”. They invited
as she journeys through Wonderland she well. He is a keen photographer and loves Philip Davies, the editor of Montessori
encounters many incredible creatures and sport. International to share his experiences with
characters brilliantly portrayed by the Isabella on the other hand transferred to them. He was amazed by their level of
children. From the sobbing Mock Turtle to the the school from Hopes and Dreams, another engagement and probing questions. On this
angry Duchess and the zany Mad Hatter, the Montessori nursery in the area. She also evidence, and on Joseph and Isabella’s
children confidently captured these familiar commented on the benefits of the continuity recommendations I would say that all bodes
characters. and the fact that the learning environment well for the future of the school.
“As is always the case with Soaring High was familiar to her when she joined the Everyone at Montessori St Nicholas,
this was very much a collaborative Gower Primary school. She is a keen artist Montessori Schools Association and at
production,” explains Principal Sarah and loves visiting museums and art galleries Montessori Centre International send their
Rowledge. “Every single child was included – she was keen to talk about their latest best wishes to Emma, her teachers and
and appeared joyfully on stage and class visit to Tate Modern. administrators and of course to the children
delivered their lines and songs with self- When asked if they had a special teacher ready to embark on the next academic year,
assurance. We couldn’t have achieved this Isabella was quick to respond: for her it was the 11th in the history of the Gower School in
without our energetic staff team and Miss W. who has now left the school – she Cynthia Street.
8 Montessori International Summer 2017Issue 122:Layout 1 03/08/2017 11:19 Page 9
benefits when practiced regularly.
Anja Pomeroy is the Yoga Teacher at St.
Andrew’s Montessori; photo by Marcus
Maschwitz.
Fun, fundraising and
football
The Gower School, Islington, had their
biggest ever Strawberry Tea fundraiser for
Breast Cancer Care on Friday 19 May in
Caledonian Park and raised an astonishing
£1000. Over 300 children - from babies to 11
year olds - and their families came together
dressed in pink and red to have fun and
fundraise. The children enjoyed jumping on
bouncy castles, riding on donkeys, playing
sports and games, and running through giant
bubbles.
Strawberry Tea meant piles of strawberries
to eat with their family picnics, many parents
These our actors … Yoga and Mindfulness baked delicious goodies to sell at the cake
stall, and the judges had a hard time
Meadowbrook children were thrilled to “In today’s rush, we all think too much — seek choosing winners from the 21 amazing
receive a visit from five Young Shakespeare too much — want too much — and forget entries to the Bake Off competition, which
Company actors performing a fast moving, about the joy of just being” (Eckhart Tolle). were sold after judging. Willow Spencer,
fully costumed, interactive production of During our weekly morning yoga classes at aged 11, won first prize in the Bake Off. The
Hamlet specially adapted for 7 to 12 year St. Andrew’s Montessori the children enjoy event culminated with a raffle with prizes
olds. The company visits Meadowbrook mindful activities that aid them in directing
School annually and this year's performance their attention and learning to live in the
had all the children on the edge of their moment. Activities such as blowing bubbles
seats as usual. The children were all actively into a glass through a straw while
involved, exploring the motives, thoughts and encouraging the children to listen to the
feelings of the characters. Some were chosen bubbles, to watch the bubbles and to
to play key roles in the story and all had the concentrate on their breath can help them to
opportunity to speak and enjoy develop an ability to focus their attention at a
Shakespeare's original words in short (and greater level.
therefore accessible) sections. Many of the mindful activities are ideally
A Year 5 pupil enthused that the done with minimal noise to support the
production “… was action packed, it had children in focussing on the task at hand. The
amazing fight scenes, tragic deaths, a activities can take many forms – colouring The team, l to r: Lexi Jary, Ines Oulevay, Siena
menacing scary ghost, romance and mandalas, walking on a line while balancing DeHart, Isabella Jenner, Persephone Holloway,
incredible, emotional acting”, and a Year 4 a bean bag on their heads or listening to the Imogen Laxon, Katherine McVicar-Tsang, Mabel
Taylor
parent considered it “A real hit – my son now sounds around them. Simple activities like
likes Shakespeare.” these can have long-lasting developmental generously donated by parents and local
About the Young Shakespeare Company businesses, and all proceeds go to Breast
Cancer Care.
Each Young Shakespeare Company In other news from the school, the Gower
production is performed by a cast of dynamic girls football team came second in the first
professional actors, with a passion for ever national under 11 girls independent
performing Shakespeare for younger schools football competition, organised with
audiences. the Football Association (FA), the
Our outstanding classically-trained actors Independent Schools Association (ISA) and
are experienced and confident performing to the Independent Association of Prep Schools
a schools audience and all hold a DBS or (IAPS). It was a hard-fought final that went all
CRB certificate. the way through to a penalty shoot-out.
Since 1988 our acclaimed productions Jonathon Barradell, Head of Sport, said: “I
have been seen by over one million school am immensely proud of our girls: this success
children in thousands of schools nationwide; is a tribute to the hard work they have put in
you can find out more here: over many years to develop their sporting
http://youngshakespeare.org.uk/our-aims/. skills and work together as a team…”
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meabnews
MEAB School Leaders Conference 2017
Gabrielle Mills reports, with a
practitioner’s reflection on celebrating
the first decade of MEAB
Applying for and achieving my MEAB
accreditation was particularly important to
me because I work alone as a Montessori
childminder in a rural part of South Devon. I
receive fabulous online support from
colleagues nationwide via our MSA
childminder network, but peer review during
working hours is not viable. To show my
assessor every detail of my prepared
environment, the daily routine and especially
the independence of the smallest children
Stephen Tommis Lynnette Brock Michelle Wisbey
was a little nerve-wracking but I really
wanted to know how I measured up. I feel I The reflective element of MEAB way we work as Montessori practitioners.
work closely to Maria Montessori’s teachings assessment was unexpected for me – I This year marks ten years since MEAB was
and the families and children are happy, but thought it would feel similar to an Ofsted created and the theme was “Inspiring
could I do better? inspection but although the assessor children and staff”. Michelle Wisbey
Our SEF translates easily onto the MEAB S1 scrutinised my paperwork she also encouraged us all to draw parallels between
form and filling out the forms is good encouraged me to invent and road test a Montessori’s directions for how we work with
reflective practice that I would otherwise method of self-reflection highlighting the child and apply them to the adult staff
have left for another day. Hard to believe that successes and scolded me for not being too. The prepared environment must
paperwork could make you feel so pleased more positive. I was also challenged to challenge staff while providing appropriate
and fulfilled – but doing mine did. I develop the voice of the child in observations tools and support for them to achieve their
thoroughly enjoyed both MEAB assessor visits so even the smallest toddler can record their individual tasks and to keep consistency with
because my assessor was so positive, curious work in an authentic manner. These two physical, the emotional and organisational
and encouraging. She interacted warmly with reflective practices have helped me improve elements of our settings. Also, control of error
myself, my teaching student and the children, my day-to-day work and attending the MEAB should be a learning tool for everyone
and got genuinely involved with the children School Leaders Conference boosted my alongside a healthy attitude towards
from washing up in the mud kitchen to professional development further than any experiments and mistakes, and the
pushing the pushchair around the village on other training I have experienced. Montessori cycle of ‘observation - reflection -
our walk. The conference is a chance to examine the next step’ should be used to help all the staff
10 Montessori International Summer 2017Issue 122:Layout 1 03/08/2017 11:20 Page 11
keep moving, being creative and developing children – are we interacting or interfering?
towards something different and better. Using Julie Fisher’s 2016 research, which
As at all the Leadership conferences the identifies characteristics of effective
recent MEAB accreditation awards were engagement between adults and children,
celebrated by presentation of certificates to Lynnette showed how to analyse our
the participating schools. interactions with children. Being conscious of
MEAB leaders got involved in reflection on how children learn and how we can help the
current policy focusing particularly on the individual child progress through the
implementation from September 2017 of 30 curriculum, she reminded us that there are
hours provision for eligible 3 and 4 year olds valid reasons for maintaining a three hour
and its impact on their settings. They were work cycle, to allow the children to reach a
also invited to promote the new membership state of deep concentration, and that our
of the MSA, particularly amongst their staff. adult presentations and role-modelling are
To have a national voice we need a strong vital tools to support the child’s learning
membership organization and each because they stimulate their mirror neurons,
Montessori school can contribute to this. creating memories and cognitive connections.
Jeremy Clarke presented on the growing Embodied cognition occurs via concrete
range of online training available to students, abstractions – doing a task ourselves, or
practitioners and parents at various levels of equally watching somebody else doing the
study, with flexible options and some with task, both activate these incredible mirror
financial support (student loans). In addition neurons in our brain. As EY practitioners it is
MCI is considering providing access for MSA trendy to employ sustained shared thinking –
members to video and audio resources, back it can be a wonderful, co-productive process
issues of Montessori International magazine, but be wary of asking too many questions of are supporting the child’s thinking and
reading lists and more. the child or else the experience is not child- learning with “interaction of value and
Lynnette Brock gave a thought-provoking led and the child may no longer feel valued purpose” (Fisher, 2016) or can we allow the
talk asking us whether we are fit company for or important. We must question whether we child to “wallow in play” (Bruce, 2014).
Montessori International Summer 2017 11Issue 122:Layout 1 03/08/2017 11:20 Page 12
meabnews
From MEAB reaccreditation to Outstanding Ofsted
Beata Doody reports
Nightingale 2 Montessori Nursery in Balham,
London was opened in September 2012 as
the sister setting of Nightingale 1 Montessori
in Clapham. From the beginning it aspired to
be a place offering quality Montessori
learning to children.
The nursery has gone through lots of
changes since it opened: the layout of the
classroom was redesigned a couple of times
and the outdoor area was expanded in 2015
– there was a lot of discussion about what to
do with our garden and we chose grass over
artificial turf to enhance the famous vitamin N
in our nursery. In the same year the nursery dared to find some areas for improvement as the teaching of Maria Montessori:
also started partnership work with Andrea’s I only expected praise. During the feedback I “Children are exceptionally confident and
Montessori, a local accredited childminding tried to defend the way we work as the best deeply curious learners. Staff value children
setting. for us as an individual setting and was as individuals and form strong relationships
As the initial team was fully replaced by hesitant to make any changes at first. But with each child, who settle very well. Staff
Autumn 2016, there was lots of pressure on after revaluating the feedback with the full teach children excellent safety awareness
my Deputy Manager (newly appointed at the support of my team we started to implement and children behave in very safe ways. For
beginning of that year) and we had lots of the changes straight after the first visit. instance, they remind each other to tuck in
discussions before we finally decided to go The second visit was in January and by that their chairs around the table when they get
through with the reaccreditation process. The time we had met all the recommended up, walk sensibly inside the nursery and have
S1 form was submitted in August and the first points. an excellent understanding of road safety.”
visit was due in November 2016. The two visits gave us all a special Ofsted 2017
Despite of all the changes the whole team opportunity to revisit our own Montessori It is absolutely clear for me that the MEAB
was really supportive with the whole process. practice, the teaching of Maria Montessori accreditation visits and the changes we
I felt we were fully ready for the first ‘big day’ and re-evaluate the way we work. introduced fully prepared the nursery for the
as all team members except our assistant Then on 15 March Ofsted paid a scheduled Outstanding Ofsted grading and without the
were Montessori trained. visit. Since we opened in 2012 we have been accreditation we would still only have a
The first visit was in November and went hoping for an Outstanding rating but the best ‘Good’ grade.
well, the feedback was really positive but still we could achieve was always Good. It made me also realize once again how
highlighted areas to be changed including The inspector has seen Montessori settings important it is to regularly review the nursery’s
the introduction of individual snack, before but was happy for us to explain why general routine and my own, to re-evaluate
revamping the weekly planning sheet to we have certain activities, such as pouring, the way of implementing the Montessori
evidence independence and to continuously transferring, and how to hold scissors. After method and be open to advice from other
reinforce ground rules with the children to the Montessori accreditation all my team professionals.
enhance the Montessori principles. members were already comfortable talking to I am extremely grateful to the assessors,
At first I was not happy with the feedback someone about the Montessori way of Amy and Mary, for aiding us in this journey,
and I felt slightly offended that the assessors teaching and had embraced the changes we and would like to thank them and the whole
recently introduced. The inspector talked to MEAB team for their support.
all staff members, often asking the same
questions. She made sure to talk to our Outstanding Ofsted
newest staff member, and to get feedback
from parents and carers. She closely Congratulations to Nightingale 2
engaged with the children and asked them Montessori Nursery in London, Rainbow
many questions as well. Montessori School in Winscombe and
The inspector spoke highly of the children’s Wharfedale Montessori in Skipton, which
skills and behaviour throughout the day with have all been awarded Outstanding in
such comments as “independent”, their latest Ofsted inspections.
“confident”, and “curious”, while showing Don’t forget to let us know when you
“respect for others”. receive Outstanding in your Ofsted
During the feedback she complimented us inspection so we can mention your school
on our way of teaching and graded the in the next issue of Montessori
nursery Outstanding in all areas. International.
The words of the inspection report echoes
12 Montessori International Summer 2017Issue 122:Layout 1 03/08/2017 11:20 Page 13
feature: foundations of learning 1
Activities of everyday living
and their role in the AEL Lesson Plan
Name of Activity: Weaving with
Natural Materials on a Bamboo
Frame
Montessori early
years curriculum
Barbara Isaacs explores the fundamental
nature of AEL in Montessori education
t is commonly agreed that activities of everyday living
I (AEL) or everyday skills or practical life activities, to name
just a few terms by which we refer to this area, are the
starting point for learning in Montessori early years
settings. This article explores why this may be so and
examines some of the misunderstandings and contradictions
we can observe in today’s practice whilst celebrating the
tremendous benefits these activities bring to the holistic
development of young children.
The first question I ask myself is why are they the starting
point? And the usual answers flood in: 1914, she only mentions the dressing frames as the specific
• The children want to do what they see adults doing pieces of material present in the nursery; however, in the
• The activities are an obvious link with the home – they are section focusing on Motor education (1966 p. 20) she speaks
familiar of the child’s need to “ … organise and coordinate the
• They invite the child to perfect their motor skills at the height movements useful to man”. She urges adults to stop limiting
of the sensitive period for movement, order and social young children’s movement, because they are keen to ‘touch
aspects everything’ and ‘never keep skill’, she wants us provide
• They are short and relatively easy to complete opportunities for movement which will lead his/her actions
I decide to explore further. All the AEL activities in the towards their intended purpose. When speaking of muscular
category for Development of Manipulative Skills such as education (1966, p.21) she refers to:
pouring, transferring, threading, sewing, cutting and pegging • The primary movements of everyday life – walking, rising,
offer young children opportunities to perfect new skills which sitting and handling objects
will provide them with the expertise to do things without adult • The care of person
help. It is often in this area of the AEL that practitioners have • Management of the household
opportunities to develop new activities as they observe children • Gardening
struggling with muscle control in their fingers or hands or when • Manual work
they struggle with flexibility of the wrist or eye/hand co- • Gymnastic exercises
ordination. And it is in this category that practitioners can make • Rhythmic movements
small changes to activities to reflect their project topic or the On examination of this list it becomes very clear that what
season of the year. The opportunities are endless; they invite we understand by the AEL activities today is significantly
both creativity and imagination from practitioners and offer different to what Montessori meant at the beginning of the
children points of interest for engagement in this area. A couple 20th century. The first big difference is in her focus on gross
of new activities developed by students at MCI during their motor movement and spatial awareness which would be
recent course are included in this issue as an example. developed in activities such as gardening, gymnastics
I decided to turn to Montessori’s early writing for further exercises and rhythmic movement. Only gardening remains in
answers. In Dr Montessori’s Own Handbook, first published in
Continued on next page
Montessori International Summer 2017 13You can also read
